By, Usman Toheeb
Tertiary education in Nigeria has always had its controversies. Ranging from the quality of education, how conducive the environment is for learning, the grading system and the light-hearted banter with private institutions.
In the University of Ibadan, specifically, the faculty of social sciences has its set of controversies. The controversy on whether good grades are a parallel line to measure intelligence has been the “lion” leading other controversies and arguments for over a decade in the faculty.
Taking a stance on the right side are progenitors who staunchly believe the aim of attending higher Institutions is to acquire good grades. “If we can get good grades why can’t you do the same?
Attending classes, and participating in “TDB” and “MTN” are the steps to securing good grades- argued some students on the right side of the controversy. The energy, commitment and self-discipline that goes into getting good grades is not an easy road to ply and requires a certain level of brain activity or intellectual capacity.
According to a Yoruba proverb which goes thus; If a hunter looks at the stress he goes through to kill a game, he may not distribute to his household. Sacrifices are never easy, and consistency is difficult to put in action, “maybe we should stop regarding people who close their booklets during examinations as stingy and the lazy ones should add more to their muscle” said a FATSSSAite on good grades.
Another FATSSSAite on a first class argued on how it is simply impossible for an individual who is not intelligent to be on good grades and the major role intelligence plays in academic success. “ I find it funny when I hear students argue that academic success does not necessarily mean intelligence. Personally, I believe you can’t achieve academic excellence without being intelligent and how intelligent you are determines your grades.
Maybe, it’s time we hear from the other camp. On the left side of the controversy, they opine that reading solely to pass doesn’t guarantee one is an exceptional student and seeing students cram to be on “beautiful grades” is not enough to rate them as being intelligent.
Another argument from the left side explores the devastating effects of financial constraint on student’s concentration and grades citing bad finances as a major factor that leads to poor grades and not low intellectual ability. “I don’t know why students don’t give kudos to Food in academic excellence” was the only comment Deborah gave during the discussion.
“I’m not a fan of writing exactly how it is on the slides, and this has affected my grades negatively. Sometimes I think my inability to cram is one of the reasons I’m struggling academically and that doesn’t point to my intellectual capability or whatnot”
Another student from the left side camp flashed back to his faculty orientation lecture while he was in 100lv and how they were lectured that every opinion counts in the social sciences. You can argue “yes or no” logically to any argument without losing marks no matter the stance you take. But this model is not favourable to everyone, some of us are just not good at writing lengthy pieces and that does not mean we are not intelligent.
The controversy and arguments on whether or not good grades are a sign of high intellectual capacity or not is not confined to the social sciences but cuts across all faculties and remains an important topic of discussion in the education sector.
