Evaluation of the Implementation and Perceived Effects of the TaRL Model Combined with Explicit Instruction in Mathematics

The objective of this study is to evaluate the implementation and quality of the learning model based on explicit instruction and the Teaching at the Right Level (TaRL) approach in pioneer schools in Morocco, with a specific focus on the teaching of mathematics. The study was conducted with a sample of 528 primary school teachers from different grade levels, distributed across five Regional Academies of Education and Training (AREF), all involved in the implementation of this pedagogical model. An evaluation grid structured around three dimensions was developed to assess both the quality and the level of implementation of these pedagogical practices. Furthermore, the reliability coefficients for all dimensions exceed the recommended threshold of 0.70, indicating satisfactory internal consistency and reliability of the instrument. Moreover, the results of the analysis of variance (ANOVA) reveal no statistically significant differences between regions across the three dimensions of the evaluation grid (p > 0.05). These findings indicate that no statistically significant regional differences were detected in teachers’ perceptions of the implementation of the Pioneer Schools model within the present sample. However, they do not establish national homogeneity or equivalence. In other words, the pedagogical practices associated with explicit instruction and the TaRL approach, in mathematics, appear to be perceived similarly across the regions included in the study. In conclusion, this study highlights both the empirical support for the factor structure and internal consistency of the proposed evaluation tool and the similarity of teachers’ perceptions regarding the implementation of the pedagogical model across the regions studied.