The paper presents the results of examining the influence of electronic teaching aids and the electronic classroom as an interactive model of organizing teaching on the level and quality of students' achievements (knowledge, skills, competences) in processing teaching contents of the subject Science and Social Studies. The research included 264 fifth-grade primary school students from Bosnia and Herzegovina (132 students in the experimental and control group). Theoretical analysis was used in the research, along with the descriptive and experimental methods with parallel groups. Testing was used as a research technique, and initial and final knowledge tests as measuring instruments. The results show that by using the electronic classroom, the experimental group of students achieved a better level of knowledge of the "Creation and composition of the Earth" unit, as opposed to the control group taught in a traditional classroom. Better results have also been determined with regard to the three levels of education standards derived from Bloom's taxonomy. Since these are statistically significant, we were able to largely reject the main hypothesis of this research.