Investigation shows that gender disparities exist in student engagement among Moroccan EFL students, suggesting varied teaching activities may be needed.
This academic pursuit investigates whether there are gender and age variances in the levels of engagement among 8th and 9th-grade public school Moroccan EFL students. Particularly, the current paper examines whether the same teaching activities can be effective for both grade levels. The effectiveness of these activities across different school cohorts is evaluated through the lens of student engagement, which is a primary objective of this research endeavor. Drawing on a mixed methods approach, both qualitative and quantitative data were obtained through non-participant observations from 8th and 9th-grade classroom visits. The results revealed that there are considerable gender disparities in the levels of engagement across both grade levels following the same teaching activities. Based on the key discoveries of this research, pedagogical implications and recommendations are contributed.
No takes yet. Share an insight, caveat, or question.
CHERKAOUI et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: