The Effect of the Al-Khawarizmi Education Model on Success in Electricity and Energy Saving in 4th Grade

Abstract

The purpose of this study is to investigate how the Harezmi Education Model affects students' performance when teaching "Electricity and Energy Conservation" in a fourth-grade science course. Two distinct fourth-grade classes from a rural school with a blended class system participated in the study. The study employed a quasi-experimental design with a pre-test–post-test control group.

Prior to the intervention, both groups were given a pre-test consisting of a textbook end-of-topic test, and it was determined that the students' initial knowledge levels were similar. The Khwarizmi Education Model was used to structure the educational process in the experimental group. Within this framework, students acted as "energy detectives," observing the school environment, examining electricity usage in classrooms, corridors, and different areas of the school, and identifying unnecessary energy consumption. They recorded their findings using an "energy reporting form" and shared them within the classroom.

In the subsequent stages of the process, students developed solutions to the problems they identified, prepared posters, created slogans, and established classroom rules for energy conservation. Collaborative learning and active participation were prioritized throughout this process. The traditional teaching method was applied to the control group.

The same achievement exam was given to both groups as a post-test at the conclusion of the intervention. The findings showed a significant increase in academic achievement in the experimental group where the Khwarizmi Education Model was applied. Only limited change was observed in the control group. The results indicate that the Khwarizmi Education Model is an effective approach to improving students' academic success.