A Pilot Study of a Classroom-Based Cognitive Enrichment Program Engaging Reasoning, Metacognitive, and EF-Related Processes in Moroccan Adolescents

This pilot action research project examined the feasibility and preliminary impact of a classroom-embedded cognitive enrichment intervention on middle-school students in Morocco. Forty-two adolescents participated across two intact classes assigned to an Experimental Group (n = 20) and a Control Group (n = 22). Over one academic year, the Experimental Group received weekly instruction integrating metacognitive strategy teaching, executive-function practice, and structured reflective dialogue through noncurriculum logic tasks. Pre- and post-test scores on a researcher-developed reasoning assessment showed that both groups improved, but the Experimental Group achieved substantially larger gains (M = 3.20 vs. 0.89), resulting in a very large effect size for the between-group comparison (Cohen’s d = 1.63). Paired t-tests confirmed significant improvement within each group, while qualitative observations noted increased confidence, collaboration, and engagement among students in the intervention. The findings suggest that a low-cost, teacher-delivered model can meaningfully strengthen higher-order cognitive skills in resource-constrained public schools. While results are promising, the quasi-experimental design and limited sample require cautious interpretation. Future studies should employ randomized controlled trials, validated cognitive measures, and longitudinal follow-up to assess durability and generalizability.