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EDUCATIONAL IMPLICATIONS OF INCREASED IN REPETITION RATES IN NIGERIAN
SECONDARY SCHOOLS
Dr. Taiwo Ebenezer ADELEKE
Department of Curriculum Studies, Educational Management and Planning
University of Uyo, Uyo, Nigeria
adeleketaiwo97@gmail.com
https://orcid.org/0000-0002-8684-3505
07065045930
Prof. Benedict O. EMUNEMU
Department of Educational Management
University of Ibadan, Ibadan
Doriben7701@gmail.com
08033242980
Abstract
This research explores the educational implications of high repetition rates in Nigerian secondary schools,
considering socio-economic and cultural factors influencing repetition. It examines the causes, effects, and
long-term consequences of increased repetition rates, as well as alternative approaches and policy
implications. It further delves into the impacts of repetitive rates on student learning outcomes,
psychological impacts on students, teacher perspectives and challenges, parental and community
involvement, policy Implications and educational reforms, alternative approaches to address repetition and
long-term socioeconomic consequences in Nigerian secondary schools. Additionally, the paper addresses
the challenges faced by educators in addressing repeated grades. Finally, it proffers strategies for reducing
repetition rates in Nigerian secondary schools such as teacher training and professional development,
policy recommendations for stakeholders at various levels to address the underlying issues contributing to
high repetition rates and improve educational outcomes in Nigerian secondary schools.
Key Words: Repetition rates, Secondary Schools, Educational Implications, Impacts, Learning.
INTRODUCTION
Education is defined as a system of organized and ongoing instruction with the goal of imparting a
combination of knowledge, skills, and understanding that are applicable to all facets of life by the United
Nations Educational, Scientific, and Cultural Organization (UNESCO, 2018). Education is the process of
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acquiring or imparting knowledge, developing one's mental faculties, and getting ready for the challenges
of everyday life. Education is defined as the process of imparting or acquiring certain knowledge and skills.
However, because of waste in the form of repeats and dropouts, students have not been able to acquire the
necessary knowledge and skills (UNESCO, 2021).
For Nigerian students, secondary education is a crucial stage in their educational journey, laying the
foundation for their future academic and professional endeavors. However, the efficacy and efficiency of
the educational system are seriously threatened by the high rates of repetition in secondary schools in
Nigeria. Repetition is the act of a student repeating a class or grade level due to subpar academic
performance or other factors.
Repetition affects the student as well as the educational system as a whole. To create targeted interventions
intended to improve learning outcomes, policymakers, educators, and stakeholders must have a thorough
understanding of the factors impacting repeat rates in Nigerian secondary schools.
Through an analysis of institutional, pedagogical, and socioeconomic factors that influence students'
likelihood of repeating a grade, this research aims to understand the complexities of repetition rates.
Through a thorough analysis of the body of existing academic literature, this study aims to provide insights
into the underlying causes and consequences of repetition in secondary schools in Nigeria. Through
identifying patterns and trends, investigating potential solutions, and examining best practices from both
domestic and global viewpoints, this study aims to contribute to the current conversation on educational
reform and advancement in Nigeria.
Lastly, the study's highlights have the power to influence governmental choices, direct educational reforms,
and raise the standard and inclusion of secondary education in Nigeria. In the end, they will encourage
more chances for the country's students to excel academically and advance socioeconomically.
Concept of Repetition Rate in Nigerian Secondary Schools
In education, the term "repetition rate" describes how frequently a student repeats a grade or course
within a given amount of time. It gauges the frequency with which students require more time or assistance
in order to advance academically. Repetition is the state in which a student enrolls in the same course or
courses that he or she has previously taken, maybe for a variety of reasons. Derbe, Endale, and Ashebir
(2015) claim that repeating a grade impedes schools' ability to accept new students by using more resources
than are allotted to each student. Accordingly, class repetition raises the number of students in the class,
impacts the number of students who would have been admitted, and calls for the need to increase resources
available for the class.
Grade repetition is a widespread practice around the world and one of the worst ways that educational
resources are wasted, according to UNESCO (2012). Elevated rates of grade retention, early school
abandonment, and low educational attainment have hindered potential advancement and will persist as
major obstacles in the future. Ige (2015) provided evidence in support of this claim, stating that repeating
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students occupy classroom space, instructional time, textbooks, and other resources that may be used for
new students. This back up Ajayi's (2007) assertion that limited classroom, library, technical workshop,
and laboratory space may make it difficult to ensure that students achieve at a high level academically.
Repetition reduces the amount of scarce resources that schools have at their disposal and has a negative
impact on staff productivity as class sizes rise
Class repetition is defined by Gupta, Prasada, and Gupta (2013) as keeping a student in a class for longer
than a year due to inadequate progress. Grade repetition, as defined by Jere as reported in Nafula, Wamocha,
and Ejakait (2016), is when students are kept in the same grade for an additional year instead of being
moved to a higher grade in line with their age or peers.
According to Eboatu (2015), although while schools in practice follow the policy of mass promotion of all
students, some administrators continue to promote certain students, either at the request of the school
administration or at the request of parents/guardians. These principals, who support and engage in class
repetition, believe that sending failing students to the next level reduces their motivation to put in extra
effort in the classroom and achieve success. Some students may be able to retake classes they failed, while
others may be promoted while undergoing an evaluation within the same institution.
Haidany (2013) enumerates the causes of repetition as: Local customs, poverty, inadequate education,
and security issues. According to Haidany, students typically repeat a subject or classes for two major
reasons: Either they are immature or they did not meet the required academic grade. Repetition is a sign of
subpar academic achievement. During their academic journey, students may need to repeat classes for a
variety of reasons, some of which may be related to subpar academic performance, extended absences from
school, or health issues, among other issues. Repetition has a tendency to undermine the accomplishment
of learning goals. According to Haidany, repetition happens when students don't get the required academic
grade. Mwebi and Njoroge in Haidany (2013) state that it was expensive and wasteful, particularly when
you take into account the growing demand for education for developments and the educational resources
of emerging nations like Nigeria.
Eboatu and Omenyi (2015) opined that class repetition is a sign of inefficiency in the educational system
since it consumes scarce public resources and prevents more students from receiving an education. They
went on to say that because it can result in enormous class sizes that are challenging to efficiently teach,
assess, and supervise, it is an issue of educational management. Jayeeta (2015) holds the view that, a student
repeating a class is a sign of stagnation because they are failing the class. It also indicates that a student is
not finishing the required course in the allocated amount of time or that they have been enrolled in the class
for more than a year. Regarding repetition's impact, Jayeeta emphasizes that stagnation is a significant cause
of waste in education, both directly and indirectly. The author says that a student has essentially lost two
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years of time and effort if they finish five years of coursework in seven years, and that if they frequently
fail a class, they would become disinterested in their studies.
As a result, the parents become discouraged and lose interest in their child's education. Eventually, the
child gives up on school and pursues other careers, such as trading, which helps his parents supplement
their income, or he turns into a vagrant who poses a threat to society and adds to the burden on the country.
After conducting an analysis of the reasons behind stagnation, he concludes that the following factors
contributed to it: a dense and boring curriculum, erratic attendance, the lack of clear admissions policies,
an inappropriate environment, students' physical frailty, social evils, flawed educational systems, and
flawed exam design.
According to the International Institute for Educational Planning (2005), repetition rates in
underdeveloped countries are higher than frequently claimed. This means that returning students make up
a sizable fraction of the student body, preventing new students from enrolling. It also bemoaned the paucity
of research on the impact of repeating a class and its consequences on academic performance, especially in
Africa. Tronci (2005) discovers that while children are angry, depressed, or violent at the start of the school
year, their attitudes change to positive ones as a result of pleasant interactions with peers and teachers as
well as high academic achievement. Additionally, repeaters exhibit reluctance to continue their education
and appear to have low self-esteem and humiliation; failing students also avoid attending classes.
Their parents, however, pressure them to continue their education. Repeaters showed little interest in
attending school and rarely interacted with their new friends. Repetition, to put it briefly, is when students
are kept in the same class or grade for an additional year to complete the same course(s) that they have
already completed rather than being advanced to a higher class or grade with their peers. Furthermore, it is
the system's incapacity to guarantee students' complete retention. As seen, repetition takes place at the
state's secondary public and private institutions. In Nigeria, the federal, state, and local governments own
the public schools, whilst private schools are owned by private persons, groups, or organizations. The
percentage of students that must repeat a particular grade level or course within a given academic year or
over a set length of time is referred to as the "repetition rate" in education (UNESCO, 2014).
A number of variables, including student performance, learning challenges, curriculum relevance,
teaching effectiveness, socioeconomic background, and educational policies, can have an impact on
repetition rate, which is a gauge of academic achievement (Ozturk and Yildirim, 2019). According to Perry
et al. (2020), high rates of repetition can be a sign of problems in the educational system, such as
mismatched curricula, insufficient help for challenging students, and socioeconomic inequalities. On the
other hand, low rates of repetition can indicate successful educational interventions, systems for supporting
students, and a curriculum that is in line with the requirements of the students (Anderberg and Fredriksson,
2015).
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Repetition rates must be tracked in order to pinpoint areas in which the educational system needs to be
improved and to put focused interventions in place that will guarantee all students have fair access to high-
quality instruction (UNESCO, 2014). Even after several years of study, the phenomenon of class repetition
has continued to be one of the most contentious and hotly contested subjects in the educational literature.
There is still great diversity in the opinions of educators, administrators, parents, and other school
stakeholders regarding this issue. As a result, different schools, counties, and states have different policies
on class repetition (Mwebi and Kamau, 2016).
It is clear that academics have been interested in the examination of class repetition for a long time,
especially in the field of educational research. When students show signs of immaturity or social behavior
issues that could impede their ability to learn, this tactic is used in the early phases of the educational process
(Jimerson and Ferguson, 2007). Repetition of a class is criticized for several reasons, including the fact
that it lowers children's self-esteem, causes behavioral issues related to being too old for class, has a direct
correlation to dropping out of school, and is extremely expensive (Anderson, Jimerson, and Whipple,
2005).Furthermore, according to Hong and Raudenbush (2005), this approach may produce more
academically homogeneous courses, which would aid in teacher instruction. Repetition has long been a
popular technique, which can be explained by these considerations. Additionally, the potential to learn more
about the reasons linked to higher or lower levels of student accomplishment justifies the interest of
academic research regarding this technique.
Factors Contributing to Increased Repetition Rates
Repetition in education refers to the act of students repeating a grade or course due to academic
challenges or other factors. Several factors contribute to repetition rates in educational settings, influencing
student progression and academic outcomes. Rasmus et.al. (2020) state that the group of students who
experiences academic difficulties is diverse. It includes for instance students with learning disabilities,
students who are struggling because they lack family support, because they have emotional or behavioral
problems, or because they are learning the first language of the country they are living in. Other factors that
may cause a student to repeat a class include health conditions or family concerns that cause repeated
absences from school. Repetition proponents contend that this intervention gives students more time in the
same course to develop and learn some fundamental skills, preventing failure and frustration when they
encounter more challenging assignments in later grades (Alexander, Entwisle and Dauber, 2003; Hong and
Yu, 2008).Repetition rates in secondary schools in Nigeria are influenced by a number of factors, which
show the intricate interactions among institutional, pedagogical, and socioeconomic dynamics. The
following are factors affecting repetition rates:
1. Socio-economic Factors:
Repetition rates in secondary education in Nigeria are strongly influenced by socioeconomic level. Due to
factors like poor nutrition, low parental participation, and restricted access to educational resources,
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students from economically disadvantaged homes frequently experience academic underperformance and
a higher chance of repeating their schooling (Ogundokun, 2016).Due to its detrimental effects on brain
capacity, cognitive capacities, and memory and recall of knowledge, poor nutrition might have an adverse
effect on academic performance (Rausch, 2013). Learning and academic achievement can be hampered by
a number of factors, including by poor diet, eating habits, physical activity, socioeconomic level, and the
understanding and attitude of an individual toward nutrition. which can also cause diminished cognitive
capacities, poor focus, apathy, impatience, and a lack of energy and drive.
2. Educational Quality and Infrastructure:
Insufficient facilities and inadequate educational infrastructure are major causes of the high repetition rates
in secondary schools in Nigeria. Without basic supplies like classrooms, textbooks, and instructional tools,
schools find it difficult to give students a comfortable learning environment. Packed classrooms make it
difficult for teachers to provide individualized attention and meet the different requirements of their
students. The issue is further made worse by a teacher shortage since inexperienced instructors may find it
difficult to provide education that is both effective and efficient. All of these elements work together to
lower educational standards, making it difficult for students to advance to higher grades without having to
repeat classes.
Ogunleye and Adedeji (2017) state that repetition rates are also influenced by the caliber of instruction and
the accessibility of suitable facilities. Due to the restricted learning opportunities and assistance available
to children, schools with subpar infrastructure, packed classrooms, and unqualified teachers are more likely
to see greater rates of repetition.
3. Curriculum and Pedagogy:
The curriculum's development and implementation are essential to students' academic progress and
engagement. When curricular content in Nigeria doesn't match with students' cultural backgrounds, it might
cause alienation and apathy, which raises repetition rates. Similar to this, poor teaching strategies make it
harder for students to understand and remember material, which leads to problems in the classroom.
Mismatched educational techniques and curricula fail to meet students' different learning needs, increasing
the gap between struggling students and their peers. Onuka (2018) states that ineffective teaching strategies
and mismatched curricula might increase secondary school repetition rates in Nigeria. Ineffective or
culturally insensitive curricula can cause students to become disengaged and uninterested, which can lead
to repeated coursework and academic difficulties.
4. Educational Policies and Practices:
Repetition rates are directly impacted by institutional and national educational policies that shape the
structure and operation of the educational system. Rigid promotion strategies and assessment techniques
may ignore the unique learning needs of students, which promotes repetition; tracking systems that classify
students according to perceived academic ability can exacerbate inequalities and impede students' academic
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advancement. Okpala and Ellis (2015) enunciate that repetition rates are also influenced by institutional
and national educational policies and practices. The possibility that children will repeat a grade can be
influenced by various factors, including tracking systems, promotion strategies, and assessment techniques.
5. Parental Involvement and Support
Academic performance of students is highly influenced by the degree of parental participation in their
education. Due to socioeconomic limitations, parents in Nigeria are frequently unable to engage fully in
their children's education, which raises the rate of recurrence. Students who receive insufficient help from
their parents or caregivers are more vulnerable to academic difficulties because they lack essential academic
direction and support. Ezenekwe (2019) highlights that the level of parental involvement and support in
students' education is another critical factor. Lack of parental engagement, whether due to socio-economic
constraints or other reasons, can hinder students' academic progress and increase the probability of
repetition.
6. Instructional Medium and Language Barriers:
Students' academic progress is seriously hampered by language barriers in instructional materials,
especially in Nigeria's linguistically diverse regions. Lack of proficiency in the teaching language may
make it difficult for students to understand the course materials, which could result in repeated assignments
and other academic challenges. Additionally, the issue is made worse by the lack of linguistic support,
which further marginalizes students from linguistically minority backgrounds. Reducing repeat rates and
advancing inclusive education require addressing language hurdles and offering linguistic support. Olatoye
(2018) notes that areas with a variety of linguistic histories, language obstacles and the medium of education
might affect repetition rates. Learners who are not fluent in the language of teaching may find it difficult to
comprehend the material, which could result in recurrent problems in school and other challenges.
7. Teacher Training and Quality: The efficacy of instruction and student results are directly impacted by
the caliber of teacher preparation programs. Repetition rates may rise in Nigeria as a result of under
qualified or disinterested teachers who find it difficult to provide high-quality instruction. When teachers
are not well-versed in their subjects, they are unable to properly engage their student, which leads to
academic obstacles and a lot of homework. Omoniyi (2019) states that repetition rates are greatly impacted
by the caliber of teacher preparation and teaching programs. Teachers that lack motivation or are poorly
qualified may find it difficult to provide a high-quality education, which will affect students' academic
performance and increase their likelihood of repeating courses.
8. Psychosocial Factors:
Psychosocial difficulties like mental health disorders, bullying, and peer pressure have a big influence on
students' wellbeing and academic achievement. Students who are struggling with social or emotional issues
may find it difficult to focus on their schoolwork, which can result in repeated occurrences and academic
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setbacks. Furthermore, repeating grades has a stigma that can worsen children' psychological anguish and
feed the vicious cycle of underachievement and repetition in the classroom. Reducing student repetition
rates and addressing psychological problems need schools to create inclusive and supportive cultures.
Oluwole and Adebisi (2016) say that repetition rates can also be impacted by psychosocial variables such
peer pressure, bullying, and mental health problems. Academic losses can result in repeat for students who
are struggling with their social or emotional well-being.
9. Access to Educational Resources:
Inequalities in learning resource availability heighten educational disparities and lead to increased rates of
recurrence in Nigerian schools. Schools that lack basic supplies like technology, textbooks, and
instructional materials find it difficult to serve students appropriately, which impedes their ability to
advance academically. Furthermore, limiting access to educational resources exacerbates the
marginalization of already vulnerable communities by raising the rates of repetition among disadvantaged
students and widening the achievement gap. According to Ogunleye and Adeyanju (2018), different groups'
levels of access to learning materials, technology, and textbooks can make repeat rates worse. Limited
resources in schools can make it difficult for them to give students the help they need, which can impede
their academic development and raise the chance that they will repeat.
10. Community and Cultural Influences:
Students' academic experiences and results are greatly influenced by community expectations and societal
views regarding education. Repetition rates may be lower in communities that place a high priority on
education and offer students strong support systems than in less encouraging settings. On the other hand,
communities with poor opinions of education or few support networks can have greater rates of student
recurrence because there is a dearth of resources and encouragement. According to Okeke and Ezeudu
(2020), repetition rates can be impacted by social conventions, expectations, and conventional views on
schooling, among other community and cultural issues. Repetition rates may be lower in communities that
place a high priority on education and offer robust support networks for students than in places with less
encouraging surroundings.
Socio-Economic and Cultural Factors Influencing Repetition Rate In Secondary schools
Repetition rates in education are significantly influenced by socioeconomic and cultural factors. These
include the following:
1. Access to Resources: There is frequently a correlation between socioeconomic position and
having access to resources like good schools, tutoring, learning materials, and nurturing home
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environments. Due to limited access to these tools, students from lower socioeconomic
backgrounds may struggle academically and are more likely to repeat classes.
2. Parental Involvement: Parental involvement in education can be influenced by socioeconomic
status, with higher socioeconomic position generally being linked to higher levels of parental
engagement. Repetition is less likely when parents are more engaged in their students' education
and offer extra resources and assistance to help them thrive academically.
3. School Quality: Educational institutions situated in socioeconomically deprived regions may
encounter difficulties such insufficient financial support, elevated instructor attrition, and restricted
availability of learning materials. Students attending these schools may have greater rates of repeat
and worse academic achievement as a result of these variables.
4. Cultural Attitudes Towards Education: Repetition rates can also be influenced by cultural views
and attitudes about education. Academic success and the value of education may be highly valued
in certain cultures, whereas other cultures may have cultural norms or expectations that place a
higher value on other facets of life.
5. Language difficulties: Students who are non-native speakers of the instruction language or who
come from linguistic minority backgrounds may experience language difficulties that have an
impact on their academic performance and raise the chance of repetition.
It may be difficult for these students to fully engage with the curriculum and satisfy academic
objectives if they do not speak the language of instruction well.
EDUCATIONAL IMPLICATIONS OF REPETITION RATES IN SECONDARY SCHOOLS
In secondary education, repeating classes presents serious difficulties for students, teachers, and society
as a whole. Repeating classes can have a number of negative impacts on students, such as lower academic
performance, lower income potential, fewer career possibilities, less social mobility, and a greater financial
burden on society. These impacts have a significant impact on the educational system as well as the larger
economy in addition to having an effect on specific students. High repetition rates have educational
Implications that must be addressed. To do this, a multifaceted strategy that includes determining the
underlying causes, putting targeted interventions into place, and encouraging stakeholder collaboration is
needed. This could entail funding professional development and training for educators, updating curricula
and assessment procedures, offering more assistance to students who need it, and tackling structural
injustices in the educational system. The academic performance and general well-being of all students can
be more effectively supported by educational systems by addressing the root causes of high recurrence
rates.
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The educational implications of repetition rates extend across various aspects of the education system,
influencing student learning outcomes, teacher workload, instructional practices, and educational policies
and reforms.
Impact on Student Learning Outcomes and Educational Attainment:
The learning outcomes and educational attainment of students can benefit from repetition in the
classroom. Repetition helps students retain information through more exposure and practice, which
promotes deeper understanding and academic material mastery (Lieberman and Doren, 2001). According
to Jimerson (2001), some students find that retaking a grade or course gives them the chance to improve
their academic performance by strengthening their academic skills and filling in learning gaps. Furthermore,
by giving students more time to hone their resilience, endurance, and problem-solving techniques, repetition
can support improved social and emotional development (Murray and Malmgren, 2005). Students who
repeat a grade or course can benefit even more from individualized guidance and attention that can help
them advance academically (Miller et al., 2007).
Repetition rates can have detrimental effects on student learning outcomes, as students who repeat
classes may fall further behind academically and struggle to catch up with their peers. High repetition rates
are associated with lower educational attainment, as students who repeat classes may be at greater risk of
dropping out of school or failing to complete their education Repetition can also lead to disengagement
from learning and decreased motivation among students, further exacerbating educational challenges and
hindering academic progress.
According to Idowu (2019), repetition has ingrained itself deeply into the structure of our educational
system, much like a canker worm. The issue of how to lessen the current level of inefficiency in the
educational system has long worried educational planners, school administrators, and educational agencies.
In order to guarantee and sustain minimal repetition as well as enhanced academic achievement, he
continues, a vibrant learning atmosphere in schools is essential. He goes on to recommend tighter
supervision of student attendance.
According to Eboatu (2015), The International Institute for Educational Planning Forum on Class
Repetition lamented the dearth of studies on this subject and called for more attention to be given to it,
especially in the area of its efficacy in improving academic achievement. The practice of class repetition as
a means of improving academic achievement is rooted in the Behaviorist and Cognitive principles of
learning which holds that knowledge or behavior acquired must be perfected before any new information
could be meaningfully absorbed (Mergel in Eboatu, 2015). However, class repetition is a contentious issue
among educationists. While some argue that class repetition is effective for improving the academic
achievement and emotional adjustment of students (Chansky; Chase, in Eboatu, 2015), others maintain that
it is a waste of time and valuable of time and valuable resources (Haddad; Kenny, in Eboatu, 2015)
Impacts on Teacher Workload and Instructional Practices:
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Repetition has positive effects on instructional strategies and teacher workload, such as:
Enhanced Content Familiarity: Teachers may feel more at ease providing instruction and fostering student
learning as a result of being more familiar with the curriculum and content of a repeated grade level (Holm
et al., 2011). Opportunity for Differentiation: Teachers can more successfully differentiate instruction by
providing extra support and resources to students who need academic skill reinforcement or remediation
(Schneider et al., 2016). Enhanced Classroom Management Skills: Teachers dealing with recurring
coursework can become more adept at addressing the diverse needs and abilities of their students in the
classroom. This will enhance a stronger classroom management.
Enhanced Cooperation and Professional Development: Repetition may foster an atmosphere of
Enhanced Cooperation and Professional Development as educators work together to develop strategies and
interventions for repeat students. Additionally, Darling-Hammond et al. (2009) opine that it might motivate
instructors to seek out professional development courses that focus on attending to the needs of struggling
students. Promotion of Insightful Work: In order to assess the effectiveness of their teaching strategies and
modify them to better meet the needs of their students, teachers may engage in reflective practice more
frequently when they are handling repetitious assignments (VanSledright et al., 2012). Since repeating
students may need more assistance, remedial education, or individualized learning plans from their teachers,
repetition rates have the potential to increase teacher responsibilities. Teachers may need to adapt their
teaching tactics to accommodate the different needs of recurring students, which could incur additional
costs and time. When repetition rates are high, teachers must balance satisfying the needs of repeated
students with those of their peers, which can affect the dynamics of the classroom and the pace of
instruction.
Impacts on Educational Policies and Reforms:
The development and implementation of educational policies and changes are significantly impacted by the
rates of repetition in the classroom. To reduce repetition rates and improve overall educational
achievements, policymakers and stakeholders must have a thorough understanding of these implications in
order to develop successful strategies.
Repetition must be addressed if educational policies and changes are to be successful in promoting student
learning and achievement. In conclusion, there are important ramifications for student learning results,
teacher workload, instructional strategies, and educational policies and reforms associated with high
repetition rates.
Psychological Impacts of Class Repetition on Students
Class Repetition's Psychological Effects: Although it's frequently thought of as a way to help students
overcome academic obstacles, class repetition can have a significant psychological impact on pupils. In
order to create supportive environments that encourage students' academic performance and well-being,
educators, parents, and legislators must have a thorough understanding of these effects. The following are
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psychological impacts of repeating a class and how they may affect instructional strategies and intervention
strategies:
1. Low Self-Esteem:
Class repetition often leads to a decline in students' self-esteem as they perceive themselves as
falling behind their peers. This comparison can evoke feelings of inadequacy and inferiority,
damaging students' confidence in their abilities. The experience of retaking a course may reinforce
negative self-perceptions, causing students to doubt their academic competence and worthiness.
Over time, persistent feelings of low self-esteem can hinder students' willingness to participate in
class discussions, seek help from teachers, or engage in extracurricular activities, further
perpetuating a cycle of academic underachievement.
2. Frustration and De-motivation:
The process of repeating a class can evoke feelings of frustration and de-motivation in students.
As they find themselves revisiting material they have previously studied, students may perceive the
learning experience as redundant and uninteresting. This lack of novelty can lead to disengagement
from learning activities and a decline in intrinsic motivation to excel academically. Frustrated by
their perceived lack of progress, students may become apathetic towards their studies, further
exacerbating feelings of disillusionment and de-motivation.
3. Worry and Stress:
Class repetition can contribute to heightened levels of worry and stress among students, stemming
from various factors such as academic pressure and fear of failure. Students may experience anxiety
about meeting academic expectations or concerns about their future prospects if they continue to
struggle academically. The fear of disappointing parents, teachers, or peers adds to the
psychological burden, leading to persistent stress and worry. Over time, chronic stress can impair
students' cognitive functioning, affecting their ability to concentrate, retain information, and
perform well academically.
4. Social Stigma:
Retaking a class often carries a social stigma that can exacerbate students' feelings of inadequacy
and isolation. Peer criticism and judgment may lead to feelings of shame and embarrassment, as
students perceive themselves as being different from their peers who progress without repeating
coursework. This social stigma can manifest in various forms, including teasing, exclusion, or
labeling, further marginalizing students and undermining their sense of belonging within the school
community. The fear of social rejection may deter students from seeking help or support,
perpetuating feelings of loneliness and alienation.
5. Negative Self-Perception:
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Class repetition can foster a negative self-perception among students, leading them to internalize
the belief that they are inherently less intelligent or capable than their peers. This negative self-
image can undermine students' confidence in their academic abilities, hindering their willingness
to take academic risks or pursue challenging tasks. Over time, a persistent negative self-perception
can erode students' resilience and motivation to overcome academic obstacles, making it difficult
for them to achieve their full potential. Addressing these psychological impacts of class repetition
requires comprehensive support from educators, counselors, and parents to help students develop
a positive self-concept and resilience in the face of academic challenges.
Socioeconomic Impacts of Class Repetition on Students
In secondary education, repeating classes presents serious difficulties for students, teachers, and society as
a whole. Repeating classes can have a number of negative effects on students, such as lower academic
performance, lower income potential, fewer career possibilities, less social mobility, and a greater financial
burden on society. These impacts have a significant impact on the educational system as well as the larger
economy in addition to having an effect on specific students. Conversely, certain inquiries into the
psychological repercussions of class repetition assert that it can induce stress and emotional distress
(Yamamoto in Eboatu, 2015), potentially leading to a diminished self-perception among repeaters, thus
impeding their capacity to acquire knowledge effectively (Haddad in Eboatu, 2015).
The following are the socioeconomic impacts of class repetition:
1. Reduction in Academic Achievement: Students who repeat classes run the risk of falling
behind their peers and may become less motivated to continue.
to completion of high school or further education. They can find it more challenging to
find higher-paying jobs and opportunities for career advancement as a result.
2. Lesser Income Potential: Individuals with lower attainment levels generally have lower
earning potential in comparison to individuals with higher education levels. Repetition
rates can lead to a fall in long-term income levels since people may not have the same
qualifications and skills to compete in the labor market.
3. Limited Job Opportunities: People may have fewer job options due to repetition rates that
lower their educational attainment, which may force them into low-skilled or low-paying
positions with no opportunity for advancement.
4. Weakened Social Mobility: Educational attainment and social mobility are strongly
correlated, with higher education providing more opportunities for increased economic
mobility. By preventing people from acquiring the resources and education required to
improve their socioeconomic status, repetition rates might obstruct social mobility.
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5. Increased Economic Burden on Society: Lower levels of educational attainment resulting
from repetition rates can impose economic burdens on society in the form of reduced
productivity, increased reliance on social welfare programs, and higher healthcare costs
associated with poorer health outcomes.
CHALLENGES ASSOCIATED WITH CLASS REPETITION RATES IN SECONDARY
SCHOOLS
1. A negative self-perception can lead students to feel that they are not as intelligent or
competent as their colleagues, who do not need them to retake the course.
2. Impacts on Future Goals: Retaking a course can make it more difficult to achieve one's
professional and academic goals, which can make one feel disheartened and anxious about
the future.
3. Behavior Modifications: Some children may exhibit behavioral modifications, such as
acting out, withdrawing, or displaying disobedience, as a result of the stress and frustration
of having to retake a class.
4. Stigma and De-motivation: Students who repeat classes may experience feelings of stigma,
shame, and de-motivation, which will negatively impact their academic achievement and
self-esteem. Students' desire to participate in future academic endeavors or to aim for
excellence may be affected by this experience. In light of these possible psychological
effects, parents, educators, and counselors must work together to address class repetition.
5. Restrictions on Time and Resources: Limitations on Time and Resources: Teachers are
burdened and resources are strained while managing repetition rates. Excessive rates of
repetition exhaust educational resources, such as funds, classroom space, and teacher time.
As a result, there is less support for students who are struggling and classes get packed.
This means giving extra help, marking more homework, and giving remedial training.
6. Educational Inequities: Repetition rates frequently point to systemic injustices that exist in
the educational system, such as differences in access to high-quality instruction, resources,
and support services, all of which have the potential to prolong cycles of poverty.
7. Disruption to Progression: Repetition hinders students' progress in the educational system,
preventing them from graduating or moving up to a higher grade, and reducing their
chances of success in the classroom and in the workplace in the future.
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8. Teacher Workload: Reducing repetition rates may result in more work for teachers since
they may have to give recurring students tailored learning plans, remedial education, or
more support. This can cause burnout and lower job satisfaction.
STRATEGIES FOR ADDRESSING CLASS REPETITION IN SECONDARY SCHOOLS
Policy Implications and Educational Reforms
To reduce repetition rates through changes in policy and instruction, a comprehensive approach that targets
the root causes of students' desire for repeat classes is required. Several policy modifications and
adjustments that may be put into effect include:
1. Programs for Early Intervention: Early intervention programs are essential for identifying
and assisting students who are at risk of academic failure and avoiding recurrence. To assist
underachieving children, these programs offer remedial training, individualized support,
and focused interventions. Personalized instruction, targeted interventions, specialized
support for students with learning challenges, and the development of fundamental skills
in topics like arithmetic and reading are some of the components.
2. Creating pathways and environments for learning that are flexible: This is essential to
avoiding academic setbacks and cutting down on repetitions. This entails implementing
competency-driven frameworks, project-oriented initiatives, and personalized learning
approaches that are adjusted for a range of learning styles. With flexible pathways to
support student success, such as competency-based education or blended learning models,
students advance at their own speed and receive tailored support.
3. Curriculum Review and Revision: By ensuring that the curriculum meets both the
requirements of varied learners and educational standards, regular curriculum reviews help
to minimize the need for repetition. Updated curricular materials, culturally relevant
content, and the application of interdisciplinary learning strategies are a few examples of
reforms.
4. Differentiated education: Encourage children to receive education that is tailored to their
individual learning requirements by offering a range of resources, materials, and evaluation
methods to help them succeed academically.
5. Supportive Learning Environments: Establish inclusive, encouraging, and positive learning
environments for students. This will lessen the stigma attached to repetition and encourage
a growth mentality.
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6. Equitable Access to Resources: Address inequalities in educational opportunities and
results that lead to high repetition rates by ensuring that all students have equitable access
to high-quality instruction, resources, and support services.
7. Support and Professional Development for Teachers: To enhance teaching methods,
classroom administration, and support for a diverse student body, teachers must engage in
ongoing professional development. Through the use of differentiated instruction and the
provision of classroom management techniques and interventions training, educators can
effectively mitigate repetition rates and guarantee that every student receives a top-notch
education.
8. Involve Families and Communities: Make families and communities partners in education
by giving them access to tools, training, and support systems that will enable them to help
their students succeed academically and cut down on recurrence.
9. Policy Reforms: To ensure educational equity and excellence for all students, advocate for
policy reforms that address the root causes of repetition rates, such as fair funding,
curricular standards, assessment procedures, and assistance for at-risk students.
10. Early Childhood Education Initiatives: Funding these programs can lower the chance that
students will have to repeat classes at a later time in their academic careers. Children are
better prepared for success in their academic efforts when programs that support school
readiness and developmentally appropriate learning experiences—such as early literacy
and numeracy development and high-quality preschool programs—are funded.
11. Alternative Methods of Assessment: Changing from traditional standardized tests to
alternative methods of assessment can result in a more comprehensive understanding of
students' strengths and areas in which they require development. Employing portfolios,
project-based assessments, and performance-based evaluations can provide a more
thorough understanding of student growth and learning.
12. Multi-tiered Systems of help (MTSS): Putting MTSS frameworks into practice is a
comprehensive approach that offers layers of help to accommodate students' varying
requirements. This strategy consists of early intervention for every student, focused support
for students, and intensive interventions for students who need additional assistance.
13. Social and Emotional Learning (SEL) Programs: Including SEL programs in the
curriculum can help children advance their social and emotional growth, which will
enhance their academic performance and lower their rate of recurrence. Teaching abilities
17
like self-awareness, self-management, social awareness, interpersonal skills, and
responsible decision-making are the main goals of SEL programs.
14. Family and Community Engagement: Creating alliances with families and communities
to assist children in achieving their academic goals will help avoid recurrence. In order to
give additional services and supports for students, this may entail working with community
groups and offering resources, workshops, and support networks for parents.
Collaboratively, educators, legislators, and stakeholders can address the issues surrounding repeat
rates and put these suggestions into practice to build an inclusive and equitable educational system
that promotes the wellbeing and academic achievement of all students.
CONCLUSION
Addressing repetition rates in education requires a comprehensive understanding of the underlying factors
contributing to disparities in educational opportunities and outcomes, as well as targeted interventions and
policy reforms to support student success and promote educational equity. By working collaboratively to
implement evidence-based practices and advocate for systemic changes, educators, policymakers, and
stakeholders can create a more equitable and inclusive education system that fosters the academic success
and well-being of all learners.
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