AN ASSESSMENT OF THE FACTORS INFLUENCING MASS FAILURE OF STUDENTS IN CHEMISTRY IN SECONDARY SCHOOLS

The persistent underperformance of secondary school students in Chemistry remains one of the most disquieting educational dilemmas in Nigeria’s science education landscape. This study critically investigates the underlying factors responsible for the recurrent mass failure in Chemistry examinations at the secondary school level, emphasizing the interplay between instructional quality, resource availability, learner disposition, and socio-environmental influences. Anchored in Constructivist Learning Theory, Bloom’s Taxonomy, and Vygotsky’s Social Development Theory, the research adopts a descriptive survey design involving 200 participants drawn from selected secondary schools in Edo State. A structured questionnaire, validated through expert review and reliability testing, served as the primary instrument for data collection. Findings reveal that ineffective teaching methodologies, inadequate laboratory resources, and poor utilization of instructional materials substantially hinder students’ comprehension and performance in Chemistry. Teacher qualification and pedagogical competence emerged as significant determinants of learner success, while studentrelated factors such as low motivation, poor study habits, and negative perceptions of Chemistry further compounded the problem. Environmental constraints, including overcrowded classrooms and inadequate facilities, were also found to exert a notable influence on learning outcomes. Socio-economic disparities and limited parental involvement were identified as peripheral but reinforcing contributors to mass failure. The study concludes that improving student achievement in Chemistry demands a multifaceted reform approach—one that integrates effective pedagogical innovations, continuous teacher development, improved laboratory access, and enhanced parental engagement. It recommends that educational policymakers prioritize capacity-building programs for Chemistry teachers, provide adequate funding for laboratory infrastructure, and promote contextually relevant teaching strategies that transform Chemistry from a feared discipline into an accessible, inquiry-driven science. By addressing these interrelated factors holistically, the study envisions a more equitable and sustainable trajectory for Chemistry education in Nigerian secondary schools.