The dichotomous key has emerged as an active learning tool that can support both students and teachers in learning and teaching biology. The present study is one of the first to examine the dichotomous key within a STEM-integrated active-learning framework; it aimed to investigate the impact of this tool on students’ knowledge, retention, attitudes toward biology, self-efficacy, and also spending time in classrooms. A quasi-experimental research design was employed, involving control (N = 51) and experimental (N = 140) groups selected from five different schools (N = 191) with varying knowledge levels. Pre-, post-, and retention tests were conducted. The findings show that the dichotomous key significantly enhanced knowledge, attitudes toward biology, and self-efficacy, particularly among low-achieving students. The tool also promoted student-centered learning by increasing peer interaction and reducing teacher-led questioning. Moreover, although both the experimental and control groups exhibited overall score increments, the experimental group showed stronger associations with achievement, attitude, and self-efficacy. These findings suggest that the dichotomous key can serve as an effective and sustainable STEM-based active-learning tool, particularly for enhancing engagement and academic development among diverse student populations. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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