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.
Academians Publishers