Identifying Factors Contributing to Low Academic Achievement of Grade 12 Students in Gedeo Zone: A Case Study of Basura Secondary School

Abstract

This study investigated the factors contributing to low academic achievement among Grade 12 students at Basura Secondary School in the Gedeo Zone, Southern Ethiopia. Employing a mixed-methods case study design, data were collected from 34 students, 10 teachers, 15 parents, and the school director through structured questionnaires, semi-structured interviews, and classroom observations. The findings revealed that low academic achievement stems from a complex interplay of interconnected factors. Socioeconomic barriers were prominent: 76.5% of students reported missing school frequently or occasionally for family obligations, and 79.5% attended class without breakfast, directly affecting concentration and learning. Resource limitations were evident, with teachers reporting 70% textbook inadequacy and 90% finding library resources insufficient, despite 79.4% of students perceiving general materials as "adequate." Instructional gaps were identified, including a disconnect between teacher self-perception and student experience—while 80% of teachers felt well-prepared, 41.2% of students felt teaching methods did not cater to diverse learning styles, and 38.2% received feedback only rarely. Additionally, low student preparedness (only 35% consistently completed homework), limited independent reading (55.9% never read outside class), and minimal parental involvement (58.8% reported no involvement) further compounded academic challenges. The study concludes that academic underperformance at Basura Secondary School is not attributable to a single cause but results from a reinforcing cycle of poverty, resource scarcity, pedagogical limitations, and weak support systems. Recommendations include implementing a textbook lending program, providing teacher training on differentiated instruction and feedback strategies, establishing a school feeding program, fostering flexible parental engagement channels, and advocating for policy-level interventions to reduce class sizes and enhance professional development. A coordinated, multi-stakeholder approach is essential for sustainable improvement in student outcomes.