The factors contributing to low A-level Biology performance in selected secondary schools offering A-level biology in Wakiso district in Central Uganda

Abstract

This study was conducted to identify the factors contributing to low performance of students in A- level biology in Wakiso District. This was guided by four major study objectives which included the identifications of students related factors that are contributing to low performance of students in A-level biology, school related factors contributing to low performance of students in A-level biology, home related factors that leads to low performance of students in A-level biology and other factors that may be potential contributors of consistently low performance of students in A- level biology .The study was field based and a cross-sectional survey with application of both qualitative and quantitative approaches was used. A total of 148 participants were sampled and 141 responded which included 131 A-level biology students and 10 A-level biology teachers which accounted for 95.27% response rate. The questionnaires, interviews, focused group discussions, and document reviews were used to support data collection. Based on the results obtained the factors that are contributing to low performance of students in A-level biology are; few students do engage in home based learning due to destructions at home, majority of the students does not do biology assignments while at home and at school as well, most schools of the study had few A- level biology teachers, most students reported that they are congested in their A-level biology classrooms, poor revision skills and attitudes by A-level biology students, demoralisation by peers, relatives and some teachers and reduced student teacher interaction. The study recommended that school should advocate for programs that increase parents' commitment to their children's academic life at school like parents’ day, learners should be given counselling and motivation guidance and schools should place a high priority on making the most of classroom space and making sure there are enough resources available, schools should hire full time A-level biology teachers to create availability to promote effective learning finally further research should seek to investigate the causes of teachers' gender preferences in the classroom that may help develop inclusive and diverse teaching practices.