Impact of Contextualization on Learning the Water Cycle in Moroccan Secondary Schools

The water cycle is a complex and multidisciplinary scientific concept that requires in-depth understanding. However, the combination of various physical, chemical, and energy-related processes encompassing the water cycle and several invisible and abstract stages make this concept more challenging to teach and learn in a school environment. Based on this observation, this study seeks to address this problem by adopting the contextualization approach for teaching the water cycle. A literature review revealed that contextualization can improve students' academic performance, motivation and interest in this concept. Therefore, this research aims to evaluate contextualization's impact on the water cycle learning among secondary school students in Morocco.. A comparative study was conducted in a secondary school in Fez city; 160 students divided into two groups participated in the survey: the first having followed a traditional course, and the second, a contextualized course, linking the processes of the water cycle to the daily life of the students. The results show varied conclusions: some concepts benefited from significant improvement, others showed moderate improvement, and a few showed little to no advancement. Received: 18 March 2025 / Accepted: 19 June 2025 / Published: 05 July 2025