A study into self-efficacy of grade repeaters and non-repeaters; the implications on the perception of their schooling experiences, in basic schools in Ghana

Abstract

Grade repetition has been a contentious global subject, especially in contemporary times. While the protagonists of the practice espouse its benefits, the opponents claim its attendant demerits, especially psychological ones, far exceeds its merits hence advocate for its total eradication from the school system. Some chief variables like the self-efficacy and the perception of schooling experiences of the grade repeaters seem ignored, in such debate. The purpose of the study was to investigate whether there exists any difference in self-efficacy between grade repeaters and non-repeaters, and what may be its implications on the perception of their schooling experiences. The target population of the study was Ghanaian basic school pupils. The study sampled 255 participants (56 low-performers, 83-grade repeaters and 116 high-performers) who were drawn from 10 basic schools, of diverse ethnic, socio-economic and geographical background, in Ghana. The study employed mixed research design, which allowed the use of data collection instruments like survey questionnaires and semi-structured interview guides to obtain quantitative and qualitative data, respectively from the participants. The data was analysed according to the research questions and hypotheses via SPSS and content analysis technique. The results showed that grade repeaters significantly differ, in self-efficacy, from non-repeaters. However, the results failed to support the hypothesis that the self-efficacy has any influences or implications on the pupils’ perception of schooling experiences. Based on the findings of the study, among others, the study recommends that teachers and educational administrators should employ a creative way, a pedagogical approach that seeks to repair the already battered self-efficacy of grade repeaters. That, teachers and educational administrators, should avoid the use of grade repetition or use it sparingly in schools because of its negative implications of children’s self-efficacy.