Abstract

The study examines the key factors contributing to the poor academic performance of secondary school students in Mogadishu, Somalia. The primary objectives of this research were: to investigate the relationship between limited access to quality education and academic performance; to examine the impact of economic challenges, such as poverty and inability to afford education expenses, on student performance; to explore the role of instability and cultural attitudes towards education; to determine the influence of curriculum quality; and to evaluate the impact of education policy and support. The study employed a quantitative, descriptive research design to achieve these objectives. The target population consisted of 135 head teachers and teachers from the Northern Zone of the Banadir region, which was selected as the most populated area in terms of schools. A sample of 82 respondents was utilized for the investigation.The findings indicate that the various factors examined in the study, including access to quality education, economic challenges, instability, cultural attitudes, curriculum quality, and education policy and support, all have a significant influence on the poor academic performance of secondary school students in Mogadishu. The influential nature of these factors highlights the need for a comprehensive plan to address the issue, which the researcher recommends should involve infrastructure improvements, teacher training, policy updates, awareness campaigns, psychosocial support, and the establishment of collaborative parent-teacher associations and school committees.

 

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