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The purpose of the study was to investigate the effects of a newly developed educational intervention on the academic performance and engagement of primary school students. The intervention aimed to enhance critical thinking skills, problem-solving abilities, and collaborative learning among the participants. A total of 150 students from three different primary schools were randomly assigned to either the control or the intervention group. The control group received the standard curriculum, while the intervention group participated in the newly developed educational program.

The study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques. Academic performance was measured through standardized test scores, and student engagement was assessed using self-reported questionnaires and classroom observations. The intervention group received the educational program for a duration of 12 weeks, with each session lasting approximately 90 minutes.

The results of the study revealed that students in the intervention group demonstrated significantly higher academic performance and increased engagement compared to their counterparts in the control group. Specifically, the intervention group showed a 15% improvement in their test scores and a 20% increase in their reported levels of engagement. Qualitative data, obtained through interviews and focus group discussions, further corroborated these findings, indicating that the students in the intervention group exhibited greater critical thinking skills, improved problem-solving abilities, and enhanced collaborative learning.

The findings of this study have important implications for educational policymakers and practitioners. The newly developed educational intervention proved to be an effective approach in enhancing the academic performance and engagement of primary school students. The study highlights the importance of incorporating evidence-based teaching strategies that foster critical thinking, problem-solving, and collaborative learning in the classroom.

Future research should explore the long-term effects of the intervention and investigate the potential mediating factors that contribute to its success. Additionally, replicating the study in a larger and more diverse sample of students would further strengthen the generalizability of the findings. Overall, this study provides valuable insights into the design and implementation of effective educational interventions that can positively impact student outcomes.

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