The relevance of this research stems from the growing need to develop adaptable learners who can
quickly respond to the changing demands of the modern educational environment. However, current scientific
literature offers a limited focus on fostering student independence across various subjects, including biology.
This gap drives the search for innovative approaches to teaching academic disciplines. This study aimed
to assess the effectiveness of using checklists to enhance independent learning skills in biology lessons.
Descriptive statistics and one-way analysis of variance (ANOVA) were applied to analyze the data. During the
formative experiment, the first experimental group, which used both checklists and defined success criteria for
the «Fundamentals of Cytology» unit, demonstrated the highest levels of self-directed learning, significantly
outperforming the control group. ANOVA confirmed that the differences in academic achievement across the
three experimental groups and one control group were statistically significant at a high level of confidence.
Overall, the experiment confirms the pedagogical value of checklists in promoting independent learning
and self-assessment in biology. The practical significance of this research lies in the successful testing and
implementation of checklists and success criteria in a modern school setting, offering a potential strategy for
enhancing biology education.