AN EXAMINATION OF NIGERIAN STUDENTS’ EXPERIENCES WITH CLASS RANK AND ITS IMPLICATIONS FOR ACADEMIC AND PERSONAL ADJUSTMENTS: A NARRATIVE INQUIRY

CHAPTER ONE: INTRODUCTION

My goal as an educator is to provide students with educational opportunities that positively impact their academic outcomes and overall lives. I strive to create learning environments that foster growth and development in students, engage students in meaningful and relevant learning experiences, provide students with the necessary skills and knowledge to succeed in life, and ultimately allow students to feel fulfilled and satisfied as they progress through their educational journey and beyond. It is, therefore, crucial for me to continuously assess the full range of my pedagogical practices and the practices used within the institutions I work in to understand how these practices impact students within and beyond the learning environment. This motivation underpins the central inquiry of this research study, which investigated alumni students’ experiences with class ranking used in the Nigerian primary and secondary schools they attended. The research focused on understanding the impacts of these experiences within the specific context in which class ranking is practiced and the broader impacts beyond that context.

Class ranking is a common practice in many Nigerian primary and secondary schools that involves ordering and publicly disclosing all students’ performances in a specific classroom from highest to lowest (Añulika et al., 2014; Olaniran & Roach, 1994). For example, at the end of each school term, in a class of 50 students, one student will be ranked first, another will be ranked last, and others will be ranked in between. The Nigerian education system is based on a 6+3+3 system, in which students attend primary school for six years, junior secondary school for three years, and senior secondary school for three years. At these levels of education, students are subjected to both internal and external assessments, with internal assessments conducted within the school by teachers and external assessments conducted by the government (Federal Republic of Nigeria, 2013). The internal assessments are used to determine student rank positions in Nigerian primary and secondary schools (Añulika et al., 2014). In Nigerian primary and secondary schools, the classroom teacher is typically tasked with establishing students’ class ranks, which entails the teacher performing or collecting continuous assessments of students in various forms, such as assignments, tests, and end-of-term examinations, to evaluate each student’s overall performance during a given school term (Añulika et al., 2014). The class teacher then records, totals, and calculates an average score for each student’s performance on all assessments for that specific term and establishes their class rank positions based on that average score (Añulika et al., 2014).

Class ranking is a practice used in many educational systems around the world (Añulika et al., 2014; College Board, 2020; Gill et al., 2019; Ladant et al., 2023). However, many schools, particularly in Western countries, have eliminated the use of the practice for a variety of reasons, all of which point to the practice not being effective in showcasing students’ true academic abilities, as well as it being generally more harmful to students than beneficial. For instance, Lang (2007) conducted a survey involving 232 of the 500 largest public school districts in the United States, and the results revealed a significant disparity in the approaches taken by different schools when determining class rankings. It was found that many of these approaches were flawed, as they unintentionally incentivized students to opt for easier courses or discouraged them from taking additional courses if these actions would negatively impact their class ranking (Lang, 2007). Guskey’s (2014) article illustrated that the practice of class ranking prioritizes the identification of talented students rather than nurturing and fostering talent within students.

Additionally, it was indicated that with the exception of the student ranked at the top, class rank does not enhance students’ perception of their own self-worth, confidence in the learning process, or motivation to acquire knowledge (Guskey, 2014). This suggests that class ranking may hinder the development of students’ abilities and potential, and by solely focusing on selecting talent, class ranking overlooks the importance of nurturing and enhancing students’ skills and interests.

Additionally, the National Association for College Admission Counseling (NACAC) has discovered that the significance of class rank in college admission decisions has declined over time as a result of the inconsistent ways in which schools determine and use class rank, resulting in many secondary schools opting to discontinue reporting student rankings (Clinedinst & Koranteng, 2017). Despite reports that schools around the world are phasing out the use of class ranking, many primary and secondary schools in Nigeria continue to rely on this practice. This is interesting considering the variety of reasons why other schools have chosen to abandon class ranking, such as inconsistencies in implementation and the negative impact it can have on students’ learning process and overall well-being.

Furthermore, researchers in Western countries studied the effects of class ranking on students and discovered that it could have a positive or negative impact depending on the context of the inquiry, with positive effects attributed primarily to higher-ranking students and negative effects attributed to both higher and lower-ranking students. In terms of the positive impacts of class ranking, Murphy and Weinhardt (2020) discovered that students with higher ranks in primary school attain higher test scores in secondary school, and students with higher ranks in a specific subject area have greater confidence in that subject. It was also found that students’ rank positions have a major impact on their educational success later in life and that students with higher ranks perform better in graded exams, are significantly more likely to complete secondary school, enroll in college, have higher expectations about their future career, a higher perceived intelligence, and receive more support from their teachers (Elsner & Isphording, 2017; Elsner et al., 2021).

As to the negative impacts of class ranking, it was discovered that the use of class rank may have unintended effects on cooperation. For instance, individuals with high ranks are much less willing to cooperate (Garcia et al., 2006; Guskey, 2014). Another negative impact can be seen in the study results of Elsner and Isphording (2017), which show that low-ranked students under-invest in their human capital even if they have higher ability than most students their age. For example, if two students with the same ability are ranked differently in their respective cohorts, the higher-ranked student is significantly more likely to complete high school, attend college, and earn a four-year college degree (Elsner & Isphording, 2017). Although these studies provide insight into how class ranking practices may affect students, they do not give sufficient information on how students who are directly impacted by the use of the class ranking experience class ranking, nor do they provide students’ perception of the impacts of class ranking. Researchers debating whether class ranking practices are “good” or “bad” for students base their claims primarily on quantitative evidence, often neglecting to consider the perspectives and voices of students when assessing the ramifications associated with the implementation of such practices.

 

At the time when this study was developed, no studies were found that specifically investigated how students experience class ranking, nor were there studies that explored how students’ experiences and perceptions of class ranking practices impact their overall academic outcomes and personal lives. Without this research, it becomes difficult to fully understand how class ranking influences students’ learning processes and behaviors. Equally concerning is the absence of research on how Nigerian students experience and perceive class ranking practices. Their experiences and perspectives are crucial in determining the impacts of class ranking on student academic and personal adjustments. LaPlante (2003) echoes the need for student opinions when examining the effectiveness of school practices because students are major stakeholders in schools. Students’ perception of the effects of school and instructional practices impacts their behavior, engagement levels, and academic outcomes in the learning environment (Kaplan et al., 2002). So, it is critical to assess the impacts and effectiveness of school practices, such as class ranking, through the lens of the student’s experience and perception of the practice. Using students’ perspectives, we can evaluate how well our school practices work and then use that information to change our methods in ways that foster and value positive relationships in the classroom (LaPlante, 2003).

 

As a result, this dissertation study sought to investigate the impacts of the use of class ranking in Nigerian schools through the lens, voices, and perceptions of individuals who have had firsthand experiences with class ranking in Nigerian primary and secondary schools. This study endeavored to bridge this noteworthy gap in the existing literature by delving into the firsthand experiences of individuals who have encountered the practice of class ranking in Nigerian primary and secondary education. The objective was to gain a comprehensive understanding of how class ranking affected these individuals within and beyond the educational setting. Additionally, this study aimed to shed light on the implications of these experiences with class ranking on academic and personal adjustments. This study adopted a retrospective approach, focusing on participants’ past experiences with class ranking. It investigated and gained insights into participants’ perceptions, emotions, and thoughts associated with their past encounters with class ranking.

 

Background of Study

My motivation for conducting this study stems from a profound reflection on my encounters with class ranking as a student and teacher. Through these experiences, I have witnessed the potential impact that class ranking can have on students’ well-being and academic experiences. This has instilled in me a strong drive to contribute to the ongoing discourse surrounding class ranking and its impact on students. By sharing my personal experiences and observations, I aim to establish my positionality within this research study and highlight my connection to this study’s participants. I believe that my first-hand insights will enable me to provide a nuanced perspective and enhance the credibility of the findings. Furthermore, my personal journey with class ranking underscores the significance of this research topic to me. It is not just an abstract concept but a lived reality that has influenced my own educational trajectory. Recognizing this, I am driven to examine the impacts of class ranking from diverse angles, seeking to inform educational practices and policies that prioritize the well-being and academic success of all students.

In conducting this study, my intention was to shed light on the complexities and implications surrounding the use of class ranking in Nigerian primary and secondary schools, as well as contribute to a wider understanding of how class ranking impacts students. I aspire to make a meaningful and positive impact in the educational field by providing experiential-based insights that can inform decision-making and foster more equitable and supportive learning environments. Overall, my motivation for undertaking this study is rooted in a deep curiosity and a genuine desire to explore, understand, and address the implications associated with the use of class ranking. Through my research, I hope to contribute to the ongoing conversations and efforts aimed at improving the educational experiences and outcomes for all students.