The Effects of Grades on the Motivation and Academic Performance of Moroccan High School Students

Abstract

The use of grades in assessing student performance in education is a well- established practise across the globe. The grading system plays a pivotal role in today’s education paradigm and is still identified as the potent mode of learner’s performance assessment. Indeed, this a priori creates a bubble within the education system that restricts innovation and divergent thinking while affecting students’ social and psychological dimensions. The grading system dislocates students from their real learning context, alienating the learning outcomes while pushing learners to live in an illusion of excellence. This study attempted to unravel the impact of grades on Moroccan high school students' performance and attitudes through the employment of a mixed-methods research design. The findings showed that grades have an undesirable impact on students' motivation and sustained performance while creating anarchy in their psychological and social well-being.