The Complexities of Grade Repetition: Exploring the Experiences of Repeated Students in Ghana

• In Event: Exploring sub-national disparities in learning outcomes: understanding variation in Ghana's basic education system

Proposal

Grade repetition is common in Ghana, with estimates suggesting at least 10% of students repeat a grade. While intended to improve student achievement, grade repetition is associated with increased dropout. This qualitative study explores grade repetition from the perspective of 40 basic education students in Ghana who repeated a grade. Through interviews, we examined their initial reactions, perceived causes, and the role of support from parents and teachers. Despite some negative reactions initially, students overwhelmingly reported academic benefits from repeating. The decision to repeat, however, was unclear, as most students only discovered their repetition status on end-of-year report cards. Poor academic performance was identified as the primary reason for repetition, but students faced diverse circumstances affecting their motivation like stigma from peers, lack of alignment with occupational goals, and home responsibilities. Support from parents and teachers played a vital role in encouraging students to remain in school after repeating. This included greater parental involvement in studies, additional academic support, and affirmation from teachers. While repetition was seen as beneficial for most, students questioned its effectiveness when repetitive and recommended informing students of repetition risk in advance while targeting struggling students. This study highlights the need for timely support following repetition decisions to protect student motivation and mitigate dropout risks. Clear communication and collaborative decision-making with parents around repetition is advised.

Author

• Daniel Owusu Kyereko, University of York