Authors: ZYAMBO SUNDAY
Abstract: Poor academic performance in Biology at the School Certificate level remained a persistent challenge in many secondary schools, particularly in rural districts of Zambia. This study investigated the underlying causes of this issue, using selected secondary schools in Chifunabuli District, Luapula Province, as a case study. Biology, being a core science subject essential for entry into fields such as health, agriculture, and environmental sciences, consistently recorded low pass rates in the district. A mixed-methods approach was employed, combining quantitative data from student performance records and survey questionnaires with qualitative data obtained through interviews and classroom observations. Participants included Grade 12 students, Biology teachers, and school administrators from four selected secondary schools. The findings revealed several key factors that contributed to poor performance in Biology: inadequate teaching and learning materials, limited access to laboratory equipment, the presence of unqualified or underqualified Biology teachers, and poor study habits among students. Language barriers and the lack of consistent continuous assessment also negatively impacted academic outcomes. The study concluded that both systemic and school-level interventions were necessary to address the issue. It was recommended that stakeholders invest in science infrastructure, enhance teacher training programs, review the Biology curriculum, and implement stronger student academic support systems. These findings provided a valuable basis for improving academic performance in Biology within similar rural contexts.
