Thesis:

The effect of student-centered education on academic retention and classroom participation among fourth-grade elementary school students in Sabzevar city in the academic year 2024-2025.

The present study was conducted with the aim of: The effect of student-centered education on academic retention and the level of classroom participation among fourth grade elementary school students in Sabzevar city. The statistical population of this study consists of 60 fourth grade male students in Sabzevar city in the academic year (1403-1404). In this study, a quasi-experimental method with a pre-test-post-test design and a control group is used. The statistical population consists of all fourth grade male students in Sabzevar city in the academic year 1403-1404, totaling 1500 people, of whom 60 are selected as a sample. In the first stage, multi-stage cluster random sampling was carried out from all boys' elementary schools in the fourth grade, and in the second stage, students are placed in two experimental (30 people) and control (30 people) groups by simple random drawing. The measurement tool is a questionnaire that is distributed and administered to both groups. After scoring, while the control group remains on the waiting list, teaching is carried out for the students in the experimental group according to the student-centered approach, and the control group is taught the same content for the same amount of time in a group with the same teacher in a traditional way. Then, we ask both groups to answer the questions of the questionnaires that they had answered in the pre-test again. The content validity of both questionnaires has been confirmed by a number of experts and educational management specialists, and the reliability of the questionnaires has been previously measured. In order to analyze the questionnaire data in the descriptive statistics section, statistical indicators such as frequency, mean, standard deviation, statistical tables and graphs have been used, and in the inferential statistics section, Kolmogorov-Smirnov tests and analysis of variance have been used. After analyzing the data, we conclude that student-centered education is effective on academic retention and active participation in the classroom of fourth-grade elementary school students in Sabzevar city, and 74.6 percent of the changes in academic retention and 71.7 percent of active participation in the classroom were due to the effect of student-centered education.

Keywords: Keywords: Student-centered education - Academic retention - Level of participation in the classroom