Causes and Remedies for Students’ Lack of Interest in Education at Secondary and Higher Secondary Schools

Abstract

Student engagement is a critical predictor of academic achievement and long-term development. However, secondary and higher secondary schools in Bangladesh particularly in Chandpur district are increasingly witnessing a decline in student interest regarding both academic and co-curricular activities. This disengagement contributes to absenteeism, poor performance, and early dropout. Despite the necessity of research on students’ academic pressure, teacher behavior, and peer influence, empirical data on the underlying causes of lack of participation remain limited. So, this study aimed to assess the level of student participation in educational activities, identify the causes of disengagement and their potential remedies. We hypothesized that participation, causes and perceived remedies vary significantly based on students' grade levels or their parents' educational qualifications. A quantitative descriptive survey design was employed, involving 100 guardians. Though poor educational level of parents poses challenge in data collection the researchers managed to get 100 respondents from eight selected rural and semi-urban educational institutions in Chandpur. Due to multiple groups according to level of education and students’ grade, Kruskal-Wallis tests were used to analyze differences across student grades and parental education groups. The analysis revealed that student disengagement is a widespread issue that does not significantly vary by students’ class or grade and parents’ education. The Kruskal-Wallis tests indicated no statistically significant differences in participation levels (p = 0.554) or perceived causes of disengagement (p = 0.648) across different grade levels. Furthermore, parents' educational backgrounds did not significantly influence their perceptions of necessary remedies (p = 0.305). The findings suggest that the uniformity of the results implies that institutional factors—such as school infrastructure, pedagogical strategies, and academic workload— affect all students equally. The study recommends holistic school reforms, including the implementation of supportive teaching practices and structured co-curricular programs, to enhance student motivation.