Investigating Factors Affecting Secondary Students’ Science Performance: Evidence From Choma District, Zambia

Abstract

Using Mbabala Day Secondary School, St. Marks Boarding Secondary School, and Simunzele Day Secondary School in the Choma District of Southern Province as examples, the study looked at the factors that contribute to low performance among science students in Zambia. The purpose of this study was to examine the factors that lead to subpar science performance as well as the availability of science teaching and learning resources in Choma District secondary schools. 45 students in all were chosen from the three schools using a descriptive research design. These students belonged to the Grades 10, 11, and 12 classes. Three parents from each of the three schools’ surrounding communities and nine teachers from the three schools themselves were also chosen. Participants in the study were chosen using purposive sampling, a non-probability sampling technique. Semi-structured interviews with parents, focus groups with students, and key informant interviews with teachers were used to collect data. Data analysis was done using thematic analysis.  According to the study’s main findings, students’ negative attitudes toward science and a lack of resources—such as textbooks—as well as crowded classrooms, a lack of discipline, poor conceptual comprehension, a lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, inadequate or incomplete lesson plan preparation by teachers, and a lack of teaching and learning materials are common causes of poor performance. It is advised that the government make sure the schools have all the supplies they require. To inspire students and maintain their interest in science, teachers should employ contemporary teaching techniques.