Factors affecting student performance in science at G.C.E. (A/L): A case study from newly upgraded secondary schools in the Kurunegala educational zone

Higher student achievements for science were reported in upgraded schools under the 1000-schools programme compared to other 1AB schools in the Kurunegala education zone. Thus, reasons for these higher achievements at G.C.E. (A/L) science subjects in nine upgraded schools were explored in comparison to three other 1AB schools. Subject teachers (36), students (100) and parents (36) were chosen for the questionnaire-based survey. Ten subject teachers were interviewed. Data were analyzed with principal components analysis (PCA) and ordinal logistic regression procedures (LRP) to reveal the factors affecting the higher achievements. PCA indicated many differences between the students in newly upgraded schools and students in other schools. Students from upgraded schools showed higher O/L achievements (O/L results index of 3.25 ± 0.90 compared to 2.85 ± 1.13 of other schools), and school attendance. Further, they participated less in tuition (2.56 ± 0.31 hrs. vs. 3.22 ± 0.18 hrs. of other schools); their syllabuses were completed on time and got feedbacks from teachers more often. According to the LRP, student attendance and completion of the syllabus on time were the only factors affected the A/L achievements. Thus, we recommend that school administrators to have good plan to encourage students to attend schools and teachers to complete the syllabus on time.