An examination of the impact of class repetition on students’ academic performance in secondary schools in Bade LGA, Yobe State
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Background of the Study
Class repetition, often referred to as grade retention, has long been a contentious issue in the educational discourse, particularly in regions where academic resources are limited and student diversity is high. In secondary schools in Bade LGA, Yobe State, repeated grade progression has become increasingly prevalent, raising concerns about its impact on students’ academic performance and overall educational trajectory (Musa, 2023). Research in similar contexts has shown that while class repetition is sometimes seen as a remedial measure, it can also have detrimental effects on students’ motivation and self-esteem (Adamu, 2024). In Bade LGA, several factors contribute to the high incidence of class repetition, including socio-economic challenges, inadequate learning materials, and varying teaching standards. These factors often result in a cycle where students who repeat a class become further disengaged from the learning process, leading to diminished academic outcomes and increased dropout rates (Bello, 2025). Moreover, the psychological effects of class repetition—such as stigma and reduced self-confidence—can exacerbate academic difficulties, hindering both immediate performance and long-term educational prospects (Ibrahim, 2023). Educational stakeholders have raised concerns that repeated exposure to the same curriculum without significant pedagogical modifications may fail to address the underlying learning gaps. Instead, the practice may inadvertently reinforce feelings of failure and isolation among students who are already struggling (Usman, 2024). Given these complexities, it is imperative to examine how class repetition affects academic performance in secondary schools in Bade LGA. Recent policy initiatives aimed at reducing repetition rates have met with mixed results, highlighting the need for an in-depth analysis of the contributing factors and potential remedial strategies (Sani, 2025). By investigating the socio-cultural, economic, and pedagogical dimensions of class repetition, this study seeks to provide a comprehensive understanding of its impact on students’ academic trajectories. Such an analysis is crucial for informing policy decisions and developing interventions that better support students at risk of academic underachievement.
Statement of the Problem
Despite various interventions to reduce class repetition in secondary schools in Bade LGA, the phenomenon remains widespread, adversely affecting students’ academic performance. A significant number of students find themselves repeating classes due to inadequate support mechanisms, limited instructional resources, and varying levels of teacher competence (Musa, 2023). This repetitive cycle not only delays academic progression but also creates psychological barriers, such as diminished self-confidence and social stigma, which further impair academic performance (Adamu, 2024). The current educational framework appears ill-equipped to identify and address the diverse challenges faced by students who are at risk of repeating a grade. Moreover, the remedial strategies in place have proven insufficient in bridging the learning gaps, leading to continued high repetition rates and a widening performance disparity among students (Bello, 2025). The lack of individualized attention and adaptive teaching methods further compounds the issue, as students who repeat a grade do not receive the tailored support necessary for academic improvement (Ibrahim, 2023). Additionally, the economic implications for families—such as prolonged schooling and associated costs—exacerbate the problem, particularly in resource-constrained settings like Bade LGA (Usman, 2024). With policy interventions yielding limited success, there is an urgent need to re-evaluate the practice of class repetition and explore alternative educational strategies that can better address the underlying causes of academic underachievement (Sani, 2025). This study aims to dissect these factors in order to provide actionable recommendations that can mitigate the negative impacts of class repetition on academic performance.
Objectives of the Study
- To assess the prevalence and causes of class repetition in secondary schools in Bade LGA.
- To determine the impact of class repetition on students’ academic performance.
- To propose remedial strategies that can reduce repetition rates and enhance academic outcomes.
Research Questions
- What are the primary factors contributing to class repetition in Bade LGA’s secondary schools?
- How does class repetition affect students’ academic performance and self-esteem?
- What alternative strategies can be implemented to minimize class repetition?
Research Hypotheses
- H₁: Class repetition has a significantly negative effect on students’ academic performance.
- H₂: Students who repeat a class exhibit lower self-esteem compared to those who progress normally.
- H₃: Implementing remedial teaching strategies reduces the incidence of class repetition and improves academic outcomes.
Significance of the Study
This study is significant as it highlights the adverse effects of class repetition on academic performance in secondary schools in Bade LGA. By identifying the root causes and proposing effective interventions, the research provides a framework for policymakers and educators to support at-risk students, reduce repetition rates, and promote a more inclusive and effective educational environment.
Scope and Limitations of the Study
This study is limited to examining the impact of class repetition on academic performance in secondary schools in Bade LGA, Yobe State. It focuses exclusively on the factors related to grade retention and does not address broader educational or socio-economic issues.
Definitions of Terms
- Class Repetition: The phenomenon where students repeat the same grade due to inadequate academic performance.
- Academic Performance: The measurable educational outcomes of students, often reflected in grades and standardized test scores.
- Secondary Schools: Educational institutions providing education to students typically aged between 12 and 18 years.
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