Uncovering the roots of students’ under performance in secondary school National Examination: A Qualitative Case Study in Eastern Ethiopia

Abstract

This study explored factors contributing to students’ underperformance in the Ethiopian Secondary School Leaving Certificate Examination, reflecting a national educational crisis of low pass rates. In doing so, a case study design was employed, with data collected from four major cities in eastern Ethiopia through four focus group discussions with 24 teachers and a semi-structured interview with 22 purposefully selected participants, comprising students, parents, school administrators, and supervisors. The primary data were supplemented by national statistical abstracts and official reports. The data were consolidated by deductive thematic analysis and presented in three predetermined thematic categories: student-level, teacher-level, and contextual-level factors. The factors related to the students showed issues of motivation and value orientation, preparedness and performance barriers, and gaps of basic knowledge and skills. Teacher-related factors pointed to weak instructional practices, low morale and economic hardship, inadequate professional development, and ethical gaps. The gaps and deficiencies in educational policy, implementation, governance, and accountability, misalignment of curriculum, and resource scarcity were emphasized as contextual factors. The study corroborates the notion that ESSLCE underperformance is the result of the systemic interactions between these three themes and the subsequent sub-themes mentioned, which perpetuate cycles of student disengagement and poor instructional quality, including systemic inequities in educational policy. This underscores the need for coordinated policy responses that address these interwoven dimensions.