"Article by Cleopatra Chilando | Master of Education in Administration and Management| DMI. St.

University…| Department of
Education| Student Number 23291775409: 233012/64/1 | (c) 2025 | Date Authorized: 10th April, 2025.
Date Published :26th May, 2025.

AN INVESTIGATION ON FACTORS INFLUENCING ACADEMIC PERFORMANCE OF BOYS FROM SELECTED

GOVERNMENT SCHOOLS IN CHINGOLA DISTRICT

ABSTRACT
The aim of this study was to ascertain the factors influencing academic performance of boys from selected government schools in
Chingola district. The study used a qualitative research approach with a phenomenological approach as a research design of the
study. The study population included students and teachers. The sample size of the students was 12 and 8 teachers. Purposive
sampling was used to select the key participants. The finding of the study indicates that multiple factors, including personal
motivation, teacher support, parental involvement, peer relationships, and the school environment, significantly influence the
academic performance of boys in these schools. The results further shows that strategies like seeking teacher support play a critical
role in motivating students, providing personalized assistance, and fostering an environment conducive to academic success.
Additionally, parental support, both financial and emotional is also a key determinant of boys' academic performance, emphasizing
the importance of family involvement in the educational process. The study also highlighted the role of the school environment,
where supportive teacher-student relationships, academic reinforcement activities, and recognition systems were found to
encourage boys to focus on their studies. Thus, there is need to enhance teacher-student relationships, improving school resources,
fostering positive peer interactions, and encouraging greater parental involvement.

Key Terms: academic performance, socio-economic factors, school environment

1.0 Introduction undertake this study by offering a different perspective

by specifically focusing on boys in Chingola.
It has been widely reported that academic performance
in government schools is affected by social economic Social economic factor is an indicator that shows the
status, background and quality of teaching, and status of the student’s background and how this might
learning materials. Academic performance of students affect their performance in school. Students coming
in schools is influenced by a complex interplay of from families that are economically disadvantaged
socio-economic factors, the quality of teaching and mostly encounter financial constraints that limits their
learning resources, the school environment and culture, access to school materials such as text books, uniforms,
peer influence, and parental involvement (Machina, and supplementary tuitions (Kingori, 2015; McKay,
2018; Phioer & Madalitso, 2016; Maganga, 2016). 2015). This may result to absenteeism and reduced
Therefore, this study aimed at assessing the factors that motivation to concentrate and perform well
influence academic performance of boys in specific academically. Moreover, economic hardships often
government schools in Chingola District. Despite many force students into the labor market, where the conflict
reports on academic performance and their between school and work commitments can lead to
knowledgeable contribution, of the studies highly reduced academic focus and lower performance
focused on females thus prompting the researcher to (Machina, 2018).

1
Academic performance is also influenced by teaching limited comprehensive data on boys' academic
and learning resources accessible in schools experiences and provide critical information for
(Lesagaram, et al., 2024). Phioer & Madalitso (2016) developing targeted interventions to improve their
asserts that availability of educational materials and performance.
resources are vital in fostering a conducive learning
1.2.0 General Research Objective
environment, when these materials are lacking or
outdated students are nothing but inadequate resources To ascertain the factors influencing academic
that hinder their understanding and application of performance of boys from selected government schools
important concepts that can improve their learning in Chingola District.
process. 1.2.1 Specific Research Objectives
Additionally, education environment and culture 1. To assess the perceived factors that influence
significantly influence the student’s performance. academic performance of boys in selected
Schools that are characterised by a cheerful and government schools in Chingola District.
supportive atmosphere generally promote good 2. To assess how the school environment
academic performance (Nunn, 2014; Nieto, 2015). influence boy’s academic performance.
Korir & Kipkemboi, (2014) similarly contributes to the 3. To suggest ways through which school
subject arguing that academic performance is also administrators can support teachers in
influenced peer and social interactions. They assert that improving boy’s academic outcome.
detrimental peer pressure among boys may result in
behaviors such as absenteeism and engagement in 1.2.2 Research Questions
delinquent activities which affects their academic 1. What are the perceived factors that facilitate
performance. Parental engagement is also another academic performance among boys in selected
factor that has been identified to influence students’ government schools in Chingola District?
performance, it is argued that students with supportive 2. How does the school environment influence
parents who checks their homework, attend school boy’s academic performance?
meetings, and help in all areas of academics improve 3. How can school administrators support
the performance of students (Kerbaiv & Bernhardt, teachers in improving boy’s academic
2018). Parental involvement in education fosters a outcome?
supportive home environment that encourages learning
and academic excellence. 2.0 Literature Review
1.1 Research Problem
Academic performance among students according to 2.1.0 Empirical Review
study research is influenced by the interplay of social Academic performance of students is as a result of
economic factors, quality of teaching and learning various complex factors that has been identified by
materials, the school environment and culture, peer various scholars in the field of study. For instance,
influence and parental involvement (Machina, 2018; Ullah and Ullah, (2019) in their study on the influence
Phioer & Madalitso, 2016; Maganga, 2016). Despite of socio-economic status on academic performance
extensive research on factors influencing students’ status found that socio-economic status is a significant
academic performance in schools, much of the focus predicator of academic performance, with students
has been placed on girls, leaving a significant gap in form higher socio-economic background generally
understanding the challenges faced by boys. There has performing better. Coughlan, S. (2015) on the other
been limited attention given to how these factors hand found that the academic performance of boys is
specifically impact boys' academic performance, influenced grading patterns of teachers and their
particularly in government schools. Moreover, potential biases. His findings showed that teachers
according to the researcher’s knowledge there is no often awarded higher academic grades to girls
study that has been conducted that focuses on the compared to boys of similar ability and levels. The
context of Chingola District. This study, therefore, teachers assigned grades alongside standardized test
sought to bridge two gaps, the knowledge gap and scores which showed a grading bias in favor of girls.
contextual gap by investigating the factors influencing
the academic performance of boys in selected Njuguna, (2021) similarly conducted a school-based
government schools. The findings addressed the factors which Influence Academic Performance in
2
public primary schools. His findings indicated that the understanding the consequences of those actions
use of mother tongue and sub-standard Kiswahili and (Albert, 2017). From this, it can be argued that
English during the teaching/learning process, individuals more especially children and adolescents
ineffective monitoring of private studies, inadequacies are influenced by models in their environment, such as
in assessment and feedback, lack of shared vision, and teachers, parents, and peers. Thus, in the current study
inadequate physical resources negatively impacted the theory was applied to explain the student’s
academic performance. Murage & Mohamed, (2019) academic performance is influenced by their
on the other hand found that parental involvement and interaction’s social models.
cultural practices significantly influenced students'
In addition to the above theory, ecological system
academic outcomes. High parental expectations and
theory was used in the study as well. The theory was
support correlated with better performance, while
developed by Urie Bronfenbrenner in 1979 positing
certain cultural practices hindered academic
that various environmental systems influence human
achievement.
development. Bronfenbrenner outlined that individuals
Ngesu & Atieno, (2019) in another separate study are affected by a series of nested systems: the
assessed the influence of home and school-based microsystem (immediate environments like family and
factors on pupils' academic performance, the results school), the mesosystem (interactions between
showed that both home environment and school-related microsystems), the exosystem (broader social settings),
factors, including parental involvement and availability and the macrosystem (cultural values and norms)
of learning resources, played a crucial role in (Hertler, et al., 2018). In the context of the current
determining pupils' academic success. study, the Ecological Systems Theory was used to
explore how various factors, such as the socio-
In addition to this, Chungu, (2022) conducted a study
economic status of boys, the school environment, and
in Zambia to assess the factors affecting pupils'
family dynamics, interact to influence their academic
academic performance in selected urban secondary
performance.
schools in Kitwe District. He found that both school
and home environments significantly influenced pupils' Last but not the least, Jacquelynne Eccles developed
academic performance. Key factors included the Expectancy-Value Theory in 1983, which suggested
inadequate teaching and learning materials, poor school that individuals’ academic motivation is driven by two
infrastructure, and lack of parental support. key factors: their expectation of success in a particular
Additionally, socio-economic challenges such as task and the value they place on that task (Eccles &
poverty and family instability were identified as Wigfield, 2023). According to the theory, students are
contributing to poor academic outcomes among boys. more likely to engage in activities and perform well if
These findings are similar to Thelma & Morgan, (2023) they expect success and perceive the activity as
and Machina, (2018) findings that reported that factors worthwhile. In this study, Expectancy-Value Theory
such as large class sizes, inadequate teaching materials, was used to explore how boys’ academic performance
and limited professional development opportunities for is influenced by their expectations of success in school
teachers hindered effective teaching and learning. and the value they place on education. Factors such as
These studies collectively show the factors that affect parental expectations, school culture, and socio-
students’ academic performance in Government economic pressures may influence how boys perceive
schools, highlighting the need for comprehensive their academic potential and educational outcomes.
interventions addressing both educational resources
2.3.0 Literature Review
and socio-economic factors.
The present study sought to address the knowledge and
2.2.0 Theoretical Review
contextual gap of the subject at hand. Though previous
The present study included three theories which are as studies have identified various factors that influence
follows social learning theory, ecological system academic performance of students in government
theory, and expectancy value theory. Social leaning schools, few studies have focused on specifically on
theory is a theory based on how people lean behaviour make male as majority focuses on female students thus
in their social environments. The theory was developed not providing a gender balanced perspective.
by Albert Bandura in 1963, Bandura emphasised that Moreover, according to the researcher’s knowledge,
learning occurs not only through direct experience but there is no study that has been conducted in the context
also by watching others, imitating their actions, and of Chingola District thus creating a contextual gap, this
3
gap will be closed by the contribution this study will Challenges in achieving good grades was reported to be
make in the field. one of the important factors contributing to the factors
that influence academic performance of boys in
3.0 Methodology
selected government schools in Chingola District.
Students’ face various challenges that hinder their
The research approach used for this study was performance, the challenges highlighted include few
qualitative method to assess the perceived factors that school materials, family problems, peer pressure,
influence academic performance for boys in internet, and financial assistant. The quotes below
government schools. The approach was appropriate as illustrate this point:
it allowed the researcher to explore how teachers, “Lack of school fees affects my learning, but I study
students and administrators understand and construct harder.” (Student 12)
the meaning of academic challenges faced by students.
“Family problems affect me, but I talk to teachers for
The research design method employed was
support” (Student 11).
phenomenology design which allowed the researcher to
capture the participants lived experiences. The study “Peer pressure; I avoid bad company and focus on
population included teachers and students from the school.” (Student 5)
selected government schools in Chingola District. The
Under the second theme ‘’Teachers Contribution to
sample size was determined by the principal of
Academic Performance” The responses from students
saturation theory resulting to 20 participants been
highlight the significant role that teachers play in
included in the study. The sampling technique used
supporting their academic performance in selected
was purposive sampling and the data collection method
government schools in Chingola District. The key ways
include both the primary and secondary methods of
in which teachers contribute to students' academic
data collection. The researcher then used an interview
success was categorized into four concepts: academic
guide questionnaire as a data collection instrument for
support, motivation and guidance, personalized
primary data and the data was later analysed using
assistance, and diverse teaching methods. The findings
thematic analysis.
suggest that students appreciate teachers who are
4.0 Findings of results and analysis approachable, innovative, and willing to offer extra
academic assistance. This also highlights the
importance of teacher-student relationships in
The presentations of the research findings and improving learning outcomes.
discussion were done according to the research themes
Under the third theme, role of parents or guardians in
generated from specific objectives of the study and the
supporting education emerged as a theme revealing that
sub-themes developed during the data analysis. The
parents and guardians play a crucial role in their
main specific objectives of the study were; to assess the
education. Their support can be categorized into
perceived factors that influence academic performance
financial support and emotional guidance. Parents and
of boys in selected government schools in Chingola
guardians contribute significantly by paying school
District. to assess how the school environment
fees on time and providing essential learning materials.
influence boy’s academic performance, to suggest ways
Beyond financial and academic support, parents also
through which school administrators can support
provide emotional encouragement, helping students
teachers in improving boy’s academic outcome in
stay motivated. The findings indicate that parents and
Chingola district.
guardians contribute to students' academic success
4.1.0 Perceived factors that influence academic through financial investment, motivation, and active
performance of boys involvement in their education. Their role extends
When the boys were asked some of the reasons that beyond providing school fees to offering guidance,
influence their academic performance, a number of discipline, and encouragement.
themes emerged during data analysis and the following 4.2.0 School environment influence academic
were the themes that were developed under this specific performance
objective; (i) challenges in achieving good grades (ii)
The second research question was “how does the school
teachers’ contribution to academic performance (iii)
environment influence boy’s academic performance?’’
role of parents or guardians in supporting education.
From the data collected the researcher developed four
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themes which are as follows: (i) effect of school "Some classmates challenge me to work harder through
facilities on learning (ii) aspects of the school competition."
environment that encourage students to focus on their
"I get inspired when I see my friends performing well."
studies (iii) impact of peer relationships on academic
performance (iv) influence of school rules and "I study with friends who challenge me to do better."
discipline on the boy’s academic performance. While peer relationships can be beneficial, some
The second research objective was to assess how the students acknowledged that certain friendships can be
school environment influence boy’s academic distracting. Some students said:
performance. From the data collected the researcher "Some friends encourage me to study, but others are
developed four themes which are as follows: (i) effect distracting."
of school facilities on learning (ii) aspects of the school
environment that encourage students to focus on their "Friends help me stay disciplined, while others distract
studies (iii) impact of peer relationships on academic me."
performance (iv) influence of school rules and Under the fourth theme; influence of school rules and
discipline on the boy’s academic performance discipline on the boy’s academic work, students’
Under the effect of school facilities on learning, responses highlighted the positive impact of school
students' responses indicated that school facilities rules and discipline on their behavior and academic
significantly affected their learning experience. Their performance. Many students emphasized that school
feedback highlighted both positive and negative rules help them stay focused on academics and avoid
aspects of the available infrastructure, which as distractions.
categorized into four main areas: classroom conditions, 4.3.0 School administrators support teachers in
library resources, laboratory and technology access, improving academic performance.
and sports and sanitation. The second theme; aspects of
the school environment that encourage students to The third research objective was to suggest ways
focus on their studies, Students identified several key through which school administrators can support
aspects of their school environment that contribute to teachers in improving boy’s academic outcome. From
their academic motivation and focus. The factors were the data collected the researcher developed two themes
teacher support and motivation, academic which are as follows: (i) support needed by teachers
reinforcement activities, recognition and rewards, and from school administrators to better assist students and
extracurricular learning opportunities. (ii) suggestions for school administrators to improve
the academic experience for boys.
Thirdly under impact of peer relationships on academic
performance, students reported that peer relationships The first theme showed several key areas of support
significantly influence their academic performance, that teachers require from school administrators to
both positively and negatively. Many students enhance their effectiveness in assisting learners. The
mentioned that peer relationships help in learning emphasis was on the need for adequate teaching
through group studies, discussions, and subject support. materials and modern teaching aids to improve lesson
Some key responses included: delivery. In addition to this, under the second theme,
teachers provided a range of suggestions aimed at
"Yes, we form study groups to revise together." enhancing their learning environment and overall
"My friends and I discuss lessons and test each other academic performance. These recommendations were
before exams." grouped into five key areas: learning resources,
academic programs, school environment, student well-
"I have friends who remind me to study and help me being, and mentorship and guidance. They emphasized
with difficult subjects." the need for more educational materials and better
"We support each other in studies, which makes facilities:
learning easier." "Provide more textbooks and improve classroom
Peers also serve as a source of motivation and academic conditions."
competition, pushing students to work harder. Students "Improve the library and provide internet access for
stated: research."

5
"Reduce overcrowding in classrooms for better school materials) and emotional guidance (such as
learning." motivating and encouraging students during difficult
times). These findings are supported by Khulisa &
Respondents believe that better resources, structured
Mthembu (2019) whom highlights that emotional
mentorship, academic competitions, improved school
encouragement from parents can increase students'
facilities, and emotional support can significantly
motivation, while financial support ensures that the
enhance their academic experience. Addressing these
basic needs for learning are met. The findings of this
needs can help improve concentration, motivation, and
study echo the importance of these two factors in
overall performance among boys in school.
promoting positive academic outcomes among boys in
5.0 Discussions Chingola.
5.2.0 School environment influence academic
5.1.0 Perceived factors that influence academic performance
performance of boys During data analysis the school environment was
The study identified various challenges that boys in presented by three main themes; supportive teacher-
Chingola face in achieving good grades. These student relationships, academic reinforcement
included financial difficulties, family issues, peer activities, and recognition systems were key motivators
pressure, and the lack of adequate school resources. for students to focus on their academic work. A
The findings from this study are in line with Empirical supportive teacher-student relationship emerged as a
studies that have shown that socioeconomic factors central factor in fostering a productive learning
such as financial constraints and family issues environment. Teachers who showed genuine care,
significantly influence students’ academic performance provided extra lessons, and offered academic assistance
(Makhubela, 2021; Al-Omari & Al-Hilali, 2022). Peer created an atmosphere where students felt encouraged
pressure was also highlighted as a significant factor and capable of achieving academic success. This aligns
affecting boys' academic outcomes, especially when with Empirical studies which emphasize the
they associated with peers who did not prioritize importance of teacher-student rapport in promoting
academic work (Khulisa & Mthembu, 2019). Similarly, student engagement and motivation (Akwani, 2019;
the lack of school materials, such as textbooks and Makhubela, 2021). For instance, the study by Chanda
other learning resources, was identified as a critical & Banda (2019) found that when teachers took time to
barrier to academic success (Chanda & Banda, 2019). build positive relationships with students, they saw an
increase in academic performance.
Another significant finding in this study is the crucial
role that teachers play in the academic performance of Furthermore, academic reinforcement activities such as
boys in Chingola. Teachers’ contributions were study groups, quizzes, and competitions were also
categorized into four main themes: academic support, identified as vital in maintaining student focus on
motivation and guidance, personalized assistance, and academic tasks. These activities helped students to
the use of diverse teaching methods. These forms of internalize learning material in a competitive but
support were shown to enhance students' understanding collaborative environment, which further supports their
of subjects, increase their confidence, and provide them academic engagement (Singh et al., 2020).
with the tools needed to succeed. This is supported by Peer relationships were highlighted as both a source of
findings from Friedman (2020), who noted that academic support and potential distraction for students
students who received consistent support from in Chingola. On the positive side, peer interactions
teachers, both academically and emotionally, tended to facilitated group study, academic motivation, and
perform better in their studies. Diverse teaching shared learning experiences. Students who had
methods employed by teachers also helped to cater to academically focused peers reported feeling motivated
different learning styles, further promoting better to perform better, as they could exchange ideas, study
academic engagement and understanding. together, and seek academic support when needed. This
Lastly, parents' involvement in the educational journey is consistent with Empirical studies by Friedman
of their children was also found to be a key determinant (2020), which found that students who had
of academic success. According to the study, parents’ academically supportive peer groups tended to perform
contributions were mainly in the form of financial better, as peer support fostered a competitive yet
support (such as paying school fees and purchasing collaborative learning environment. Empirical research
6
by Khulisa & Mthembu (2019) confirms that the social et al., 2020). Students who engage in academic
environment, particularly peer interactions, plays a competitions often experience enhanced critical
significant role in shaping students' academic thinking skills, teamwork, and time management, all of
behaviour. The study highlighted how peers, through which contribute to their overall academic success. In
their behaviour, create norms within the school the context of Chingola, organizing such events could
environment, which can either promote academic focus not only provide an avenue for students to showcase
or lead to academic disengagement. their talents but also create a culture of excellence that
encourages them to prioritize their education.
5.3 School administrators support teachers in
improving academic performance 6.0 Conclusion
Several suggestions were made for improving the
academic experience for boys in Chingola,
The aim of the study was to ascertain the perceived
emphasizing the need for a holistic approach to
factors that influence academic performance of boys in
education that addresses not only material aspects but
selected government schools in Chingola District. The
also the social and emotional needs of students. Key
study found that various challenges were pointed out
suggestions included providing better learning
that influence academic performance among students.
resources, implementing more structured mentorship
The findings reported that lack of school materials,
programs, and organizing academic competitions.
family problems, peer pressure, access to internet, and
These suggestions are supported by the theoretical
financial assistance were the key challenges affecting
framework of Eccles' Expectancy-Value Theory
students’ performance. To improve performance, it was
(1983), which posits that students are more likely to
reported that teachers contribute to improved Academic
engage in academic tasks when they believe success is
performance through academic support, motivation and
achievable and when they perceive the task as valuable.
guidance, personalized assistance, and diverse teaching
This theory underscores the importance of creating an
methods by employing different teaching strategies to
environment where students feel that their efforts will
cater for different learning needs. Moreover, it was also
lead to success and where the academic task is
reported that parent’s contribution to their children’s
intrinsically rewarding.
academics also enhanced academic performance which
Another key suggestion was the implementation of was through financial support and emotional guidance.
more structured mentorship programs, where This clearly highlights the challenges that boys in
experienced teachers or older students provide Chingola District experience. This shows that there is
guidance, support, and motivation to younger boys. need for tailored specific action to improve students’
Empirical research has consistently highlighted the performance in the district.
positive impact of mentorship on academic outcomes.
The second objective was on assessing how the school
Friedman (2020) emphasizes that mentorship fosters a
environment influences academic performance of boys
supportive environment that can help students navigate
in government schools in Chingola district. the results
academic challenges, develop study skills, and build
showed that school facilities significantly affect the
confidence. For boys, mentorship is particularly
learning experience of students where the classroom
important as it can provide role models who
conditions, library resources (lack enough books and
demonstrate the value of hard work and dedication to
computers to help them study), laboratory and
academics, contributing to both their academic and
technology access is limited, and the need for better
personal development.
sanitation. It was also noted that the school
Teachers also suggested organizing more academic environment contributes to academic motivation and
competitions, such as quizzes, debates, or science fairs, focus among students; three points were pointed out
to motivate students to focus on their studies and to which emphasized on the need for the teachers’ support
enhance their academic skills. The Expectancy-Value and motivation, need for academic reinforcement,
Theory supports this by arguing that competitions activities recognition and rewards, and extra
increase students' perception of the value of academic curriculum opportunities. Moreover, it was highlighted
tasks, as they provide opportunities for recognition, by the participants that the school rules contribute to the
achievement, and rewards. Empirical studies show that boy’s academic performance as they enforce students
participation in academic competitions has been linked to stay focused on academics and avoid distractions.
to improved academic motivation and outcomes (Singh This shows how the school environment significantly
7
needs to be proper has it can either positively or be provided to teachers, particularly in terms of
negatively affect the academic performance of understanding the unique academic challenges
students. faced by boys.
➢ Foster Supportive School Environments:
The third objective was on assessing how school
School administrators should establish an
administrators support teachers and improving
environment that supports positive teacher-
academic performance. Participants highlighted the
student relationships.
support that they needed which included provision of
➢ Improve Discipline and Structure: To help boys
adequate teaching materials and more density in aid to
remain focused on their studies, schools should
improve lesson delivery. Participants also highlighted
enforce clear, consistent rules and regulations.
the need for implementing academic programs
Strict but fair discipline can play a significant
ensuring the students mentorship and guidance and
role in creating an environment where students
provision of all learning sources that would help in
prioritize academics.
significantly to improve the performance of students
among boys in government schools. This suggestion for 7.1.0 Limitations for the Study
improving academic experience of boys in Chingola
➢ Geographic Scope: The study was conducted
align very well with what other scholars found which
within the Chingola District, which is a specific
emphasizes the importance of creating a learning
geographic region in Zambia. The findings may
environment that is rich in resources support and
not be applicable to boys in other regions of the
opportunities for recognition by addressing the material
country with different socio-economic
emotional and social needs of students through the
conditions, school infrastructures, and cultural
provision of resources mentorship and Academic
contexts.
competitions. School administrators can enforce an
➢ Self-Report Data: The study relied on self-
environment that encourages boys to value their
reported data from students, which may be
education build their academic self-efficacy and
subject to bias. Students may have provided
achieve success in their studies.
socially desirable responses or downplayed
challenges they face due to fear of judgment or
misunderstanding.
7.0 Recommendations
7.2.0 Areas for Future Research
➢ Conduct Longitudinal Studies: Future research
Based on the findings the following recommendations could focus on the long-term impact of various
are made to various stakeholders, including school interventions and support systems on boys’
administrators, teachers, parents, policymakers, and academic performance.
researchers, to improve the academic performance of ➢ Investigate Interventions for Boys’ Academic
boys in selected government schools in Chingola Support: Further research should explore
District. specific academic support programs designed
for boys, examining their effectiveness in
➢ Enhance Resource Allocation: School improving outcomes such as grades,
administrators should prioritize the provision engagement, and behavior.
of adequate learning resources, such as ➢ Comparative Studies between Different
textbooks, digital learning tools, and adequate Regions: Future research could compare the
infrastructure, to ensure that students have the academic performance of boys in different
necessary tools to succeed. regions or countries, focusing on variations in
➢ Support Teacher Development: Ongoing school environments, cultural factors, and
professional development opportunities should available resources.

8
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Phioer, M. & Madalitso, B., 2016. Factors Affecting Pupil Academic Performance at Grade Twelve (12) Level of
Selected Grant-Aided Secondary Schools in Zambia. University of Zambia..
Thelma, C. & Morgan, M., 2023. Factors influencing effective teaching and learning of mathematics: A case of selected
secondary schools in Lusaka District, Zambia.. International Journal of Science and Research Archive, , 10(2),
pp. 143-151.

APPEDIX I: RESEARCH INTERVIEW GUIDE

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Perceived factors that facilitate academic performance

No Statements Answers

1 What motivates you to perform well in your

academic work?

2 What challenges do you face in achieving good

grades, and how do you overcome them?

3 How do your teachers contribute to your

academic success?

4 What role do your parents or guardians play in

supporting your education?

School environment influences academic performance

No Statements Answers

1 How do the facilities at your school affect your

learning?

2 What aspects of the school environment

encourage you to focus on your studies?

3 Do peer relationships within the school have an

impact on your academic performance?

4 How do school rules and discipline influence

your behaviour and academic work?

School administrators support teachers in improving academic performance

No Statements Answers

1 What support do you think teachers need from

school administrators to better assist students?

2 How do teachers’ attitudes or teaching styles

influence your learning experience?

3 Have you noticed any efforts by the school

administration to ensure that teachers provide
better learning opportunities?

4 What suggestions do you have for school

administrators to improve the overall academic
experience for boys?

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