Exploring Academic Factors Affecting Candidates Performance in Senior Secondary Religious Education Examinations in Zambia, 2011 to 2022

Abstract

This paper seeks to explore the academic factors behind the low mean pass percentage of Candidates from 2011 to 2022 that Zambia as a country has continuously recorded in RE senior secondary final examination with a view to help teachers of RE and Candidates make the best progress possible in RE. A qualitative study approach with a descriptive case study was used. Data was collected through semi structured interviews, focus group discussions, document analysis and lesson observations. Data were analysed using thematic analysis. The exploration revealed a number of factors responsible for the low mean scores being recorded in RE at senior secondary school final examinations. The academic factors include teachers and candidates negative attitude towards RE, poor instructional materials for RE, poor teaching approaches by RE teachers and curriculum design mismatch with material content and assessments. Going forward, the article recommends all stakeholder involvement in the curriculum and content revision, through continuous professional developments CPDs and stakeholder orientations in order to create consistency in the teaching, learning and assessment of RE.