The Impact of Blended Learning on Moroccan Common Core Students' Mastery of Verb Tenses: A Quasi-Experimental Design

Abstract

This study examines the impact of blended learning on Moroccan Common Core students’ mastery of verb tenses, specifically simple present and present continuous. A quasi-experimental mixed-methods study was conducted with 69 students divided into an experimental group (blended learning via WhatsApp) and a control group (traditional instruction). Pre- and post-tests measured grammar proficiency, and thematic analysis of focus group interviews captured students' perceptions. The experimental group showed significant improvement (M = 3.03, p < 0.001), highlighting blended learning's effectiveness in grammar instruction. Qualitative results indicated increased engagement, motivation, and autonomy, but challenges such as unequal internet access emerged. This study contributes empirical evidence supporting blended learning as a practical EFL pedagogical strategy, particularly in under-resourced contexts. It offers recommendations for policymakers and educators to enhance its effectiveness through teacher training and infrastructure improvements.