The Memorization Process and Learning Abilities of School Children in Morocco

Abstract

ABSTRACT Neurocognitive functions play a fundamental role in children's learning and academic success. Among these functions, memorization—based on associative cognitive processes—is essential for knowledge acquisition. In Morocco, educational disparities between rural and urban environments and differences between public and private schools may influence cognitive development and learning outcomes among schoolchildren. This study aimed to analyze the memorization process among Moroccan school‐aged children and to identify demographic and contextual factors associated with learning performance. A cross‐sectional study was conducted among 441 children aged 8–15 years recruited from six public and private schools in the Marrakech‐Safi region of Morocco between November 2022 and March 2023. Memorization and learning abilities were assessed using the adapted Moroccan version of the Rey–Taylor auditory‐verbal learning test (AVLT). Key indicators included the total number of recalled words across 10 trials, the learning index, and retroactive interference. Associations between cognitive performance and contextual variables (age, gender, school type, and residence) were analyzed using Spearman correlation tests. The results show that the learning index is relatively higher among girls ( M = 4.8, standard deviation [SD] = 2.70), children over 12 years old ( M = 5.0, SD = 2.39), children from rural areas ( M = 5.0, SD = 2.62), and those enrolled in the public sector ( M = 5.0, SD = 2.59), compared with other categories. These variables were the least affected by retroactive interference except for the rural environment, which experienced an RI = 68.8, SD = 0.21. However, the data indicate a performance among private‐sector and younger students in at least one learning assessment stage. The Spearman test showed a positive correlation between the learning index and the age variable ( r = 0.095; p = 0.046), and between retroactive interference and the living environment ( r = 0.105; p = 0.028) and the type of school ( r = 0.126; p = 0.0008). Overall, improving memory and academic performance requires targeted pedagogy, extracurricular activities, equal school opportunities, and research on factors, such as motivation, social dynamics, and teaching methods. Similarly, longitudinal studies will help deepen the understanding of memory and guide educational policies.