Authors: Mambwe Jackson
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. Marginalized learners, particularly those with disabilities and those from low-income families, continue to face significant barriers to accessing quality education. Catch-up programs have emerged as critical interventions aimed at addressing learning gaps and promoting educational equality. This study investigates how catch-up programs are implemented to enhance educational access and equity for marginalized learners in selected schools in Nchelenge District. The purpose of the study was to examine the effectiveness of these programs in improving learning outcomes and supporting inclusive education for vulnerable groups. A qualitative case study design was employed, involving semi-structured interviews with teachers, school administrators, and district education officers, as well as focus group discussions with learners. Document analysis supplemented primary data collection. Findings revealed that catch-up programs have a positive impact on learners’ academic progress, particularly when supported by trained personnel, adequate teaching materials, and community involvement. However, challenges such as limited resources, insufficient teacher training, and lack of targeted support for learners with disabilities hinder the full potential of these programs. The study concludes that while catch-up programs hold promise for advancing educational equity, their success depends on sustained investment, inclusive design, and strong policy support tailored to the needs of marginalized learners.
