BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Digital Education
Synergy between explicit teaching, ICT integration, and the TaRL approach: structural modeling of learning gains
Provisionally accepted
- Laboratory of Modelling and Simulation of Intelligent Industrial Systems ENSET, Hassan II University of Casablanca, Morocco, Casablanca, Morocco
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This study examines the effectiveness of the Teaching at the Right Level (TaRL) program when enriched by the judicious use of Information and Communication Technologies for Education (ICTE), from an explicit teaching perspective. The objective is to identify the factors that promote learning progress when remediation is differentiated according to students' actual skill levels. The experiment involved 1,152 students from public schools in Casablanca (Morocco), grouped by level of proficiency in Arabic, French, and mathematics, according to the TaRL approach. The data were analyzed using ADANCO (PLS-SEM) software to test seven hypotheses linking the students' final positioning to pedagogical, motivational, and technological variables. The results show that the strongest relationships concern techno-pedagogical motivation (β = 0.3803, p < 0.001) and initial skill level (β = 0.3684, p < 0.001). Digital autonomy and frequency of use have a moderate positive effect, while hypotheses related to preference alignment are not significant. These results confirm that the impact of ICT in education depends less on perceived personalization than on didactic consistency and explicit guidance. The study thus proposes an empirical model integrating TaRL, ICT, and explicit teaching, contributing to a more equitable and structured digital pedagogy.
Keywords: educational equity, Explicit teaching, ICT in education, Motivation, Tarl
Received: 08 Nov 2025; Accepted: 28 Jan 2026.
Copyright: © 2026 Machkour, Gharbaoui, Lamalif, Faris and Mansouri. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Mounia Machkour
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