Factors Influencing Ordinary Level Students’ Academic Performance in Integrated Science, A Case Study of Three Secondary Schools in the Victoria Falls Town of Zimbabwe

Abstract

Students’ academic performance at secondary school level in developing countries tends to be affected by various factors. In rural school settings lack of resources is one such key factor. Observations over the last five years indicate that high school students in Victoria Falls have not been performing well in Integrated Science. This qualitative study sought to explore through questionnaires, interviews and observations, factors influencing academic performance in Integrated Science in urban secondary schools in the Victoria Falls town of Zimbabwe. Findings from the study indicate that lack of qualified teachers, inadequate science equipment and lack of motivation, among others, negatively influence students’ academic performance in Integrated Science. Intervention strategies are proposed which should enhance students’ performance in Integrated Science.

Keywords: Integrated science, Academic performance, Ordinary level.