The effect of interest in biology on achievement through learning strategies

Background Biology is a conceptually dense and rapidly evolving field, which can make learning challenging for students. Effective learning strategies, including cognitive, metacognitive, and resource management processes, are critical for students to process, retain, and apply biological knowledge meaningfully. In addition, students’ interest in biology plays a key role in shaping motivation, engagement, and academic achievement. This study aimed to examine the mediating role of learning strategies in the relationship between students’ interest in biology and their academic achievement. Method The research employed a correlational survey design. Public schools in Istanbul was selected by using convenience sampling. A random method was used to select classes in the selected schools. Data was collected from the students in 9th, 10th, and 11th grades. The data was gathered using the Learning Strategies Scale, the Biology Interest Scale, and a personal information form. The validity and reliability of the scales were tested Results The study confirmed that the Biology Interest Scale is a valid and reliable measurement tool. Participants’ interest in biology was at a moderate level and, when examined by gender, was higher in favor of female students in this study. According to the results, students’ interest in biology predicted academic achievement through cognitive, metacognitive, and resource management strategies altogether. Moreover, it was determined that biology interest predicted academic achievement both directly and indirectly as the partial mediation of metacognitive and resource management strategies. Conclusion Biology interest influences academic achievement both directly and indirectly through learning strategies. While gender was found to have a significant impact on students’ interest in biology, class level did not exert a significant effect. These findings offer empirical evidence for the effect of interest as an external mechanism on achievement.