The Contribution of the Khwarzmi Education Model to Adaptation to Scholl

Abstract

The aim of this study is to examine the effects of the Khwarizmi Education Model on middle school students' participation levels in classroom activities. An explanatory sequential design, one of the mixed-methods approaches, was used in the research. In the quantitative phase of the study, a pretest-posttest matched control group design, one of the quasi-experimental designs, was employed, while the phenomenological design was preferred in the qualitative phase. The study group consisted of 32 middle school students studying at a public school in Istanbul during the 2023-2024 academic year. The "Classroom Activities Scale for Primary School Students" and a semi-structured interview form were used as data collection tools. According to the research findings, the Khwarizmi Education Model showed a significant difference with a high effect size only in the sub-dimension of social communication skills regarding middle school students' participation levels in classroom activities. Qualitative findings revealed that while students' perceptions before the implementation were limited to more general and vague expressions, they used more specific and experience-based expressions after the implementation. Based on the results of content analysis, three main themes emerged after the implementation: "Personal Development," "Social Learning," and "Educational Gains."