1
Department of Biology Education, Farhangian University, Tehran, Iran
2
Ministry of Education, Region 5 Education Department, Tehran, Iran
10.48310/itt.2026.21910.1264
Abstract
This research employed a quasi-experimental design using a pretest–posttest control group framework. The study population consisted of 150 female students enrolled in grades 10, 11, and 12 in the experimental sciences track in District 5 of Tehran. Participants were selected through convenience sampling and randomly assigned to either an experimental group or a control group. The experimental group received instruction through a set of ten creative and active teaching strategies, including brainstorming, flipped classroom, role-playing, problem-based learning, construction of instructional models, and cooperative learning, whereas the control group was taught using conventional, teacher-centered methods. The instructional intervention was implemented over an eight-week period based on the officially approved biology curriculum. Data were collected using a researcher-developed academic achievement test with confirmed content validity, along with a student satisfaction questionnaire. The reliability of the instruments was verified at an acceptable level using Cronbach’s alpha coefficients. Data analysis was conducted using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA).The results of the ANCOVA, controlling for pretest scores, indicated that the posttest mean achievement scores of students in the experimental group were significantly higher than those of the control group (η² = 0.55), reflecting a large effect size and substantial effectiveness of creative teaching approaches. In addition, findings from the two-way ANOVA revealed significantly higher levels of student satisfaction in the experimental group compared with the control group. No significant interaction effect was observed across grade levels, indicating that the effectiveness of creative teaching methods was relatively consistent across different grades.
Dehghan, Z. and poordahandeh, U. (2026). The Effectiveness of Creative Approaches in Biology Teaching Compared to Traditional Methods: Empirical Evidence and Implications for Teacher Education. Theory and Practice in Teachers Education, (), -. doi: 10.48310/itt.2026.21910.1264
MLA
Dehghan, Z. , and poordahandeh, U. . "The Effectiveness of Creative Approaches in Biology Teaching Compared to Traditional Methods: Empirical Evidence and Implications for Teacher Education", Theory and Practice in Teachers Education, , , 2026, -. doi: 10.48310/itt.2026.21910.1264
HARVARD
Dehghan, Z., poordahandeh, U. (2026). 'The Effectiveness of Creative Approaches in Biology Teaching Compared to Traditional Methods: Empirical Evidence and Implications for Teacher Education', Theory and Practice in Teachers Education, (), pp. -. doi: 10.48310/itt.2026.21910.1264
CHICAGO
Z. Dehghan and U. poordahandeh, "The Effectiveness of Creative Approaches in Biology Teaching Compared to Traditional Methods: Empirical Evidence and Implications for Teacher Education," Theory and Practice in Teachers Education, (2026): -, doi: 10.48310/itt.2026.21910.1264
VANCOUVER
Dehghan, Z., poordahandeh, U. The Effectiveness of Creative Approaches in Biology Teaching Compared to Traditional Methods: Empirical Evidence and Implications for Teacher Education. Theory and Practice in Teachers Education, 2026; (): -. doi: 10.48310/itt.2026.21910.1264
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