IMPROVING PRIMARY EDUCATION METHODOLOGY BASED ON THE EXPERIENCE OF NEW SCHOOLS

Abstract

In primary classrooms, the lesson model that links reading, writing, and comprehension is still not sufficiently systematized. The study examined whether the historical experience of Jadid schools can improve teaching methodology in the early grades. A three-stage pedagogical experiment was implemented: diagnostic pretest, formative intervention, and control posttest; the measurement tool showed acceptable internal consistency with Cronbach alpha = 0.70. By the end of the intervention, the experimental group outperformed the control group, and the effect size reached Cohen d = 0.72. The strongest gains came from problem-based instruction and cooperative tasks, which improved text understanding, response speed, and classroom engagement. The findings indicate that concise, activating didactic principles from the Jadid tradition can be adapted for modern primary education in a practical way.