"An investigation into the influence of modern instructional methods on the teaching–learning "process in biology, with the aim of transforming the classroom."

The aim of this study is to examine the effect of implementing modern teaching approaches on students’ conceptual understanding of biology in the tenth grade, focusing on girls enrolled in the Science Experimental field. The statistical population consisted of two classes from schools within a selected region, randomly assigned to experimental and control groups to ensure equivalence at baseline. The educational intervention for the experimental group encompassed contemporary teaching approaches grounded in educational technologies, as well as interactive and collaborative activities designed to foster higher-order thinking, scientific reasoning, and inquiry-based practice. The control group relied on traditional lecturing methods commonly used in standard biology instruction. To assess conceptual understanding after the intervention, a mixed-methods design was employed, incorporating both quantitative and qualitative instruments. Quantitative data were collected through validated tests and structured surveys that assessed conceptual change, retention, and transfer of biology concepts, and these data were analyzed using appropriate statistical tests, including checks for reliability and validity. Qualitative data were gathered from interviews, focus groups, and classroom observations to capture nuanced understandings, attitudes, and experiences of learners, and were analyzed through a systematic thematic approach to extract meaningful patterns and themes. Triangulation of findings from multiple data sources was used to enhance credibility and provide a comprehensive interpretation of the effects.

Findings indicate that integrating modern teaching approaches can strengthen students’ conceptual understanding of biology in the tenth grade, with a more pronounced effect than that observed with traditional methods. Quantitative results showed statistically significant gains in conceptual mastery, conceptual integration, and the ability to apply biology concepts to novel contexts for the experimental group compared with the control group. Qualitative analyses further reveal positive participant experiences with the new teaching and learning approach, including enhanced motivation, increased active participation, improved collaboration skills, and greater flexibility in learning. Students reported that technology-enabled activities facilitated visualization of complex processes, while collaborative tasks promoted peer-to-peer learning and deeper engagement with the material. The results suggest that the concurrent use of educational technologies alongside interactive and collaborative activities plays a pivotal role in enhancing the biology teaching–learning process and can meaningfully elevate teaching efficacy by aligning pedagogy with 21st-century competencies.

In terms of implications, the study provides actionable recommendations for the coherent integration of these approaches into educational curricula and underscores the necessity of creating the conditions required for successful implementation, including access to digital resources, professional development for teachers, and supportive assessment practices. It is also recommended that future research extend the scope of the educational population and examine the long-term effects of these instructional innovations, with continual follow-up to assess durability, generalizability, and potential scalability of the observed benefits across diverse settings. The current study thus contributes to the growing evidence base on how modern pedagogical strategies can transform biology education and offers guidance for practitioners and policymakers seeking to modernize classroom practice while ensuring sustained student learning gains and equitable access to quality science education.