Authors: BUPE EDWARD
Abstract: This study investigates the factors contributing to the underachievement of female students in O-Level Chemistry examinations at Bright Future Secondary School in Mansa District, Luapula Province. The research aims to understand the academic, social, and psychological barriers that hinder female students' performance in this critical science subject. A qualitative case study design was adopted, incorporating interviews, focus group discussions, and classroom observations to gather data from students, teachers, and school administrators. Findings revealed that low self-confidence, gender stereotypes, limited access to learning materials, and teacher bias significantly affect the performance of female students in Chemistry. Additionally, socio-cultural expectations and household responsibilities further constrain their study time and focus. The study concludes that improving female students’ achievement in Chemistry requires targeted interventions such as gender-sensitive teaching strategies, mentorship programs, increased resource allocation, and community sensitization. It recommends that educational stakeholders prioritize inclusive science education policies to bridge the gender gap in science performance.
