The Effectiveness of the TaRL Approach on Moroccan Pupils’ Mathematics, Arabic, and French Reading Competencies

Full Text (PDF, 551KB), PP.1-10

Views: 0 Downloads: 0


Abdessamad Binaoui 1,* Mohammed Moubtassime 1 Latifa Belfakir 1

1. Faculty of Letters and Human Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, USMBA, 30000, Fes, Morocco

* Corresponding author.


Received: 24 Jan. 2023 / Revised: 22 Mar. 2023 / Accepted: 13 Apr. 2023 / Published: 8 Jun. 2023

Index Terms

Teaching at the right level, TaRL, remedial education, Arithmetic competency, reading competency, literacy, numeracy


Teaching at the Right Level (henceforth, TaRL) is a new trending remedial educational approach being piloted in many countries. It basically matches pedagogical content to pupils’ educational needs through various adapted activities after segmentation of pupils’ depending on their actual difficulties and needs. In this respect, Morocco has been piloting this relatively new approach during the beginning of the school year 2022-23. Therefore, this study aimed at measuring the effectiveness of the TaRL approach on Moroccan pupils’ mathematics, Arabic, and French reading competencies. An experimental study took place involving 106 pupils from 4th grade to 6th grade during a one-month remedial course (half an hour per day, one subject per day) based on TaRL guidelines. After carefully examining the data through the Wilcoxon Signed Ranks Test by comparing the baseline and endline results in all three subjects. The results showed statistically high improvements with large effect sizes in the levels of the three subjects suggesting that TaRL was effective in raising the levels of numeracy and literacy and may be, safely, further adopted throughout Moroccan primary schools.

Cite This Paper

Abdessamad Binaoui, Mohammed Moubtassime, Latifa Belfakir, "The Effectiveness of the TaRL Approach on Moroccan Pupils’ Mathematics, Arabic, and French Reading Competencies", International Journal of Education and Management Engineering (IJEME), Vol.13, No.3, pp. 1-10, 2023. DOI:10.5815/ijeme.2023.03.01


[1]A. Chrid, “Benmoussa: A large percentage of primary school students do not master arithmetic operations - Al Jarida 24,” Oct. 2022. (accessed Oct. 18, 2022).
[2]International Association for the Evaluation of Educational Achievement, “Pirls 2016 International Results in Reading. TIMSS & PIRLS International Study Center.” Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA), 2017. [Online]. Available:
[3]A. Binaoui, M. Moubtassime, and L. Belfakir, “The Effectiveness and Impact of Teaching Coding through Scratch on Moroccan Pupils’ Competencies,” International Journal of Modern Education and Computer Science, vol. 14, no. 5, pp. 44–55, 2022, doi: 10.5815/ijmecs.2022.05.05.
[4]Moroccan Ministry of Education, “Initial evaluation of the pilot project ‘Teaching at the Right Level,’” Oct. 2022. Accessed: Oct. 17, 2022. [Online]. Available:
[5]R. Banerji and M. Chavan, “A twenty-year partnership of practice and research: The Nobel laureates and Pratham in India,” World Development, vol. 127, p. 104788, Mar. 2020, doi: 10.1016/j.worlddev.2019.104788.
[6]A. Banerjee et al., “Mainstreaming an effective intervention: Evidence from randomized evaluations of ‘Teaching at the Right Level’ in India,” National Bureau of Economic Research, 2016.
[7]N. Vromant, L. Kuppens, M. Hazemba, F. K. Mwamba, and E. Cupito, “Scaling Teaching at the Right Level,” Ensuring All Children Learn: Lessons from the South on What Works in Equity and Inclusion, p. 101, 2021.
[8]OECD, PISA 2018 Assessment and Analytical Framework. OECD, 2019. doi: 10.1787/b25efab8-en.
[9]Abdessamad Binaoui, M. Moubtassime, and L. Belfakir, “The Impact and Effectiveness of the Syllable-based Reading Approach on Moroccan Pupils’ Reading Competency,” (unpublished).
[10]A. Widodo and D. Indraswati, “HOW TO DESIGN INCLUSIVE LITERACY AND NUMERACY LEARNING IN ELEMENTARY SCHOOLS?,” Jurnal Pendidikan dan Kebudayaan Missio, vol. 14, no. 2, Art. no. 2, Aug. 2022, doi: 10.36928/jpkm.v14i2.1134.
[11]B. Alcott, P. Rose, R. Sabates, and M. Cherfils, “Experience and lessons of learning intervention programmes across the PAL Network members,” (REAL Centre Research and Policy Paper 18/4). Research for Equitable Access and Learning (REAL) Centre, University of Cambridge: Cambridge, UK. (2018), Dec. 2018. (accessed Oct. 26, 2022).
[12]“Ins and outs of rolling out Teaching at the Right Level (TaRl) in Pakistan | Unesco IIEP Learning Portal.” (accessed Oct. 24, 2022).
[13]S. Lakhsman, “Améliorer les résultats en lecture et en arithmétique à grande échelle : « Enseigner au bon niveau » (Teaching At The Right Level), l’approche de Pratham,” Revue internationale d’éducation de Sèvres, Jun. 2019, doi: 10.4000/ries.7442.
[14]W. C. Ngeno, V. Ngindiru, and A. Ali, “Adaptation of solutions from South Asia: Experiences of improving learning outcomes”.
[15]F. E. Turkson, P. T. Baffour, and B. Wong, “Cost-benefit analysis of interventions to improve learning in Ghanaian schools: A comparison between school feeding and teaching at the right level: Ghana Priorities,” Ghana Priorities, Copenhagen Consensus Center, 2020.
[16]A. Widodo and U. Umar, “Analysis of Literacy Program Based on Ability Level of Students in Elementary School,” 1, vol. 10, no. 1, Art. no. 1, Aug. 2021, doi: 10.35337/scientia.Vol10.pp71-76.
[17]Y. Sawada, M. Mahmud, M. Seki, and H. Kawarazaki, “Fighting the Learning Crisis in Developing Countries: A Randomized Experiment of Self-Learning at the Right Level.” Rochester, NY, Jun. 13, 2022. doi: 10.2139/ssrn.3471021.
[18]C. A. Bertram, C. C. N. Mthiyane, and J. Naidoo, “The tension between curriculum coverage and quality learning: The experiences of South African teachers,” International Journal of Educational Development, vol. 81, p. 102353, Mar. 2021, doi: 10.1016/j.ijedudev.2021.102353.
[19]K. Radhakrishnan, U. Sharma, and A. R. Shinde, “Phone-Based Assessment : Experience from Nepal (English),” Aug. 2022, Accessed: Oct. 25, 2022. [Online]. Available:
[20]R. Handa, “A Lesson in Learning: Improving Learning Outcomes in India Via Pedagogical Innovation,” Scripps Senior Theses, Jan. 2018, [Online]. Available:
[21]Moroccan Ministry of Education, “دليل أجرأة الدعم المؤسساتي وفق مقاربة TaRL. مرحلة التجريب، TaRl implementation guide.” 2022. [Online]. Available:
[22]“Teaching at the Right Level to improve learning,” The Abdul Latif Jameel Poverty Action Lab (J-PAL). (accessed Jan. 21, 2023).
[23]M. Kaffenberger, “Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss,” International Journal of Educational Development, vol. 81, p. 102326, Mar. 2021, doi: 10.1016/j.ijedudev.2020.102326.
[24]“The TaRL Approach,” Teaching at the Right Level. (accessed Jan. 21, 2023).
[25]L. Pritchett and A. Beatty, “The Negative Consequences of Overambitious Curricula in Developing Countries.” Rochester, NY, Dec. 28, 2012. doi: 10.2139/ssrn.2195509.