secondary school students in Taraba State, Nigeria. The study adopted a quasi-experimental

research design, and data was collected using the Students’ Interest in Biology

Scale (SIBS) instrument. The study formulated 18 research questions and 18 research

hypotheses. The population of the study is 816 out of which a sample of 187 was drawn using

multi-stage random sampling technique. A pilot study was used to test for the reliability of the

research instrument. The results show that students' interest in Biology varied depending on the

teaching method used. Indoor laboratory pedagogy showed a significant effect on students’

interest in Biology (P=0.013<0.05).

Also, it showed a significant effect on female students’ interest in Biology (P=0.047<0.05). This suggests that hands-on, experiential learning in an indoor setting can be an effective way to engage students and foster their interest in Biology. Based on the findings, it is recommended that biology teachers adopt indoor laboratory pedagogies in their teaching practices. Also, workshops and seminars should be organized for biology teachers to promote equal engagements and interests among both male and female students through indoor laboratory pedagogy.