This study investigates the factors contributing to pupils' poor performance in Civic Education in selected secondary schools in Chirundu District. Despite the importance of Civic Education in promoting responsible citizenship, learners in the district have consistently recorded low academic achievement in the subject. The study employed a mixed-methods research design, combining both quantitative and qualitative approaches. Data were collected from pupils, teachers, and school administrators through questionnaires, interviews, and classroom observations. The findings revealed that several factors contribute to poor performance in Civic Education. Key among these were inadequate teaching and learning materials, limited teacher specialization in the subject, ineffective teaching methodologies, and low pupil motivation. Additionally, external factors such as poor parental involvement, language barriers, and overcrowded classrooms were found to negatively affect learners' understanding and engagement. The study also highlighted that some teachers lacked continuous professional development opportunities, which impacted the quality of instruction. The study concludes that improving pupils' performance in Civic Education requires a multifaceted approach involving the provision of adequate learning resources, enhancement of teacher training, and the adoption of learner-centered teaching strategies. It recommends that educational stakeholders, including the Ministry of Education, prioritize teacher capacity building, curriculum support, and increased community involvement to enhance academic outcomes in Civic Education.
Edgar et al. (Thu,) studied this question.