Scientific Pathways to Achieving Quality Sleep: A Comparative Study of Two Teaching Approaches in Biology Classrooms

Background: Growing evidence demonstrates that sleep quality significantly influences cognitive performance and well-being in school-aged students. In the context of secondary education, biology offers a unique platform to foster knowledge about healthy sleep habits. However, the optimal pedagogical approach for delivering such content remains underexplored. Aim: This study aimed to compare the effectiveness of two distinct teaching strategies—traditional lecture-based instruction and interactive project-based learning—on students' understanding and application of scientific strategies to achieve quality sleep. Methods: A total of 192 high school students from Buka district, Tashkent region, were randomly assigned to experimental (project-based, n=96) and control (traditional, n=96) groups. Pre- and post-intervention assessments using a validated Sleep Science Knowledge Test and a Sleep Quality Self-Assessment Scale measured conceptual understanding and behavioral outcomes. Key Results: Post-intervention, the experimental group showed a 23% average improvement in sleep knowledge scores (from 56.2 to 69.1), while the control group improved by 12% (from 55.6 to 62.3). In terms of self-reported sleep quality, the experimental group's mean score improved by 21%, compared to a 9% gain in the control group. Conclusion: Project-based approaches in biology classes yielded superior gains in both theoretical understanding and practical adoption of quality sleep strategies. These findings support integrating interactive pedagogies in health-related science curricula to promote healthy sleep behaviors in adolescents.