Grade Retention in the Eyes of Learners: A Subjective View from St Joseph Primary School in Mutare District

The study explored the perceptions of grade retained learners at St Joseph’s Primary School in Mutare District. Fifteen repeated learners (aged 10 to 13 years thus from grade four to six) participated in the study. Altogether, there were fifteen (15) learners who repeated grades thus eight (8) 53% were boys and seven (7) 47% were girls. Because of the small number of grade retained learners, the researcher decided to use them all in the study. The fifteen automatically became the participants of the study. Qualitative approach was used. Semi- structured interviews were conducted and analyzed through phenomenological analysis. Based on the findings it is clear that twelve (12)80% of the learners who participated in the study viewed grade retention as a positive exercise. This was contrary to three (3) 20% who perceived grade retention negatively. They regarded the exercise as stressful and thus eventually failed to achieve its objective. The findings revealed that the policy had positive effects on academic performance. The following recommendations emerged based on the findings of this study. Schools should introduce weekend learning to help pupils who have been earmarked for grade retention. Teachers should also offer individualized attention to pupils earmarked for grade retention so that they can improve in their academic performance. Pupils should also be provided with extra time by school authorities at the end of the school term especially 1st and 2nd term with a focus on pupils whose academic performance shows weakness during the term. However, (Mainrades, 2002) carried out a content analysis study on grade retention on a global scale. The analysis indicated that the grade retention is usually used in poor countries. The situation of grade retention in Europea8n countries have decreased between 1980 and 2011 from 3, 1% to 2%. (Massachusetts, 2009). Global estimates published by World Health Organisation in 2016 indicate that about 1 in 20 of primary going children worldwide have undergone retention in their primary level.