IMAGO Interculturalité et Didactique
Volume 24, Numéro 2, Pages 198-214
2025-12-27

Differentiated Instruction To Address Boys' Learning Difficulties



Authors : Alouane Ahmed . Bouchelta Mohamed .

Abstract

Data from various countries, such as Canada, the United States, France, and Algeria, highlight a consistent disparity in academic performance between boys and girls, with a favorable trend towards the latter. This inequality compromises the construction of an egalitarian and inclusive society, accentuating socio-economic gaps and perpetuating traditional gender stereotypes. These disparities can also have significant implications for civic participation and social cohesion, limiting opportunities for boys and excluding them from certain fields of activity. Through an experimental methodology and quantitative analysis, the study aims to evaluate the effectiveness of pedagogical differentiation in addressing this situation while operating in a mixed-gender classroom.

Keywords

Academic failure ; boys' learning difficulties ; differentiated instruction ; gender differences

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