Authors: Lupako Wellington Museka
Abstract: This study investigates the factors contributing to poor Grade Twelve examination results in Zambia, with a specific focus on selected secondary schools in Nchelenge District. The research explores how inadequate access to quality education, especially in science subjects—Biology, Chemistry, Physics, Mathematics, and Computer Science—impacts student performance. A particular emphasis is placed on examining the role of Information and Communication Technology (ICT) in addressing these challenges. Through a mixed-methods approach, including pre- and post-test assessments, surveys, and qualitative interviews with teachers and students, the study evaluates the effectiveness of ICT tools such as instructional videos, interactive simulations, and online problem-solving exercises in improving academic outcomes. Results suggest that ICT integration can significantly enhance students’ understanding of complex scientific concepts, reduce gender disparities in performance, and increase overall student engagement. However, challenges such as limited infrastructure, inadequate teacher training, and unreliable electricity and internet connectivity hinder the full potential of ICT in rural schools. This study recommends curriculum reforms, continuous teacher training, and increased investment in educational technology to foster better academic outcomes and bridge the educational divide between rural and urban Zambia.
