An in-depth analysis of a tutoring solution by digital technology
Abstract
In Morocco, the dropout rate in primary and secondary education remains high due to environmental, social, familial, and educational factors. To address this issue, students rely on private tutoring or online platforms. However, socio-economic disparities make private tutoring inaccessible to many, while technical and pedagogical challenges limit the effectiveness of online platforms, deepening educational inequalities. This article proposes a nationwide participatory tutoring approach involving educational administration and teachers to ensure equitable and quality learning. We analyze existing models to identify their limitations and propose a structured tutoring system tailored to different student profiles. This system is based on a specific algorithm that defines skill assessment, remediation, and progress tracking. Unified modeling language UML is used to structure and present our approach in detail. Then, we compare current Moroccan platforms, particularly Massar, with our system, evaluating student engagement, pedagogical monitoring, curriculum alignment, and remediation effectiveness. Finally, we discuss our results, highlighting our system’s potential to reduce learning gaps, improve education, and significantly decrease the dropout rate in Morocco.
Keywords
Conceptual model; Dropout; E-learning; Evaluation; Student portfolio; Tutoring
Full Text:
PDFDOI: http://doi.org/10.11591/ijece.v15i4.pp4058-4073
Copyright (c) 2025 Soukaina Nai, Amal Rifai, Abdelalim Sadiq, Bahaa Eddine Elbaghazaoui
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International Journal of Electrical and Computer Engineering (IJECE)
p-ISSN 2088-8708, e-ISSN 2722-2578
This journal is published by the Institute of Advanced Engineering and Science (IAES).