Perception Towards Grade Repetition in Competency-Based Education: Comprehensive Schools in Rural Kenya

Abstract

This study examined students’ perceptions of grade repetition in CBE comprehensive schools in rural Kenya. Grade repetition, also known as grade retention, requires learners to remain in the same grade for an additional academic year. Although intended to improve mastery of learning outcomes, its educational value remains contested, particularly within Competency-Based Education (CBE), which emphasises continuous assessment and timely intervention. A descriptive survey design employing quantitative and qualitative approaches was used. The study involved 367 students from 14 rural comprehensive schools. Questionnaires were administered to students, while semi-structured interviews were conducted with selected teachers and school administrators. Quantitative data were analysed using frequencies, percentages, means, standard deviations, and a one-sample t-test. Qualitative data were analysed thematically. Findings indicated that students recognised some academic benefits of grade repetition but generally preferred remedial support, individualised intervention, and continued progression. The overall perception score was 3.68 on a five-point scale, significantly different from the neutral midpoint, t(366) = 18.32, p < .001. Interview participants considered repetition potentially beneficial in exceptional circumstances but raised concerns about learner motivation, stigma, peer relationships, and educational costs. The study concludes that grade repetition should not be a routine response to low achievement in CBE comprehensive schools. Instead, schools should prioritise continuous assessment, differentiated instruction, remedial teaching, and individualised learner support. Where repetition is necessary, decisions should be evidence-based, carefully monitored, and accompanied by specific intervention plans.