The Impact of Interactive Biology Teaching on Learning Outcomes in Primary Schools: A Mixed-Methods Study

Abstract

This study examines the impact of interactive teaching methods in biology on students’ learning outcomes in primary schools in Bosnia and Herzegovina. Drawing on constructivist, socio-cognitive, and self-determination theories, the research explores how interactive approaches—such as group work, laboratory exercises, and educational games—affect student engagement, motivation, classroom atmosphere, and satisfaction with academic achievement.

A mixed-methods design was employed, combining quantitative data from a structured questionnaire (N = 102 students, grades 6 and 8) with qualitative insights from open-ended responses. Statistical analyses (chi-square, Pearson correlations, regression, and ANOVA) revealed that interactive methods significantly enhance both cognitive and social skills. Group work showed a strong correlation with the development of social competences (r = 0.866, p < 0.01), while laboratory exercises were the strongest predictor of a positive classroom atmosphere (β = 0.390, p < 0.01). Students who preferred interactive teaching reported higher levels of engagement, deeper understanding of content, and greater satisfaction with their grades compared to those exposed primarily to traditional methods.

Qualitative findings further highlighted that students perceive interactive lessons as more enjoyable, motivating, and conducive to collaboration, although challenges such as limited resources and insufficient time were noted.

The study confirms all four hypotheses: (1) student engagement is significantly related to the preferred teaching model; (2) interactive teaching positively influences cognitive and social skills; (3) higher engagement is associated with a more positive classroom atmosphere; and (4) students who prefer interactive teaching report greater satisfaction with their learning outcomes. These findings align with international research on active learning in STEM education and underscore the need for systemic support in Bosnia and Herzegovina, including teacher training and investment in laboratory and digital resources. The study concludes that interactive teaching is not merely a pedagogical innovation but a necessity for preparing students for the demands of the 21st century.