The Factors Attributed to Students’ Low Performance in Secondary Leaving Examination: The Case of Secondary Schools in Benadir Region of Somalia.

Abstract

This research aims to identify the factors attributed to students’ low performance in secondary school leaving examinations in the Benadir region of Somalia. The study evaluated the tendency of students’ low performance in the examinations conducted from 2020 to 2022. Over the three years, academic performance has been below average, with a mean score rarely going above C- (below average). The study used a descriptive survey design analysis with basic random sampling techniques. The sample comprised 235 secondary school teachers, principals, and parents drawn from public and private secondary schools inside the Benadir region of Somalia. Data for the study was collected using a questionnaire, whereas Smart PLS 4.0 and SPSS 26.0 were used to test the hypothesis and analyse the respondents' profiles, respectively. Structural equation modelling (SEM) results were assessed to examine the causal associations between the independent and dependent variables through the mediator. According to the findings of structural equation modelling, the independent variables parent participation, school principals, and teacher qualification affect the incompetence of teacher’s school principals and parents as a mediating factor led to students’ low performance in secondary school leaving examination. The results also supported the hypothesis that the teachers, principals, and parents’ incompetence used in this study as mediating factors may have mediated the association between representatives' schools and students’ dismal academic achievement. The stakeholders were encouraged to create an environment enabling students to perform well in secondary school, leaving examinations by meeting the expectations of examining bodies.