Teaching-Learning Facilities and Students’ Academic Performance in Chemistry Subject in Lower Secondary Schools in the Era of Quality Assurance Implementation

Abstract

This research paper explores the impact of teaching-learning facilities on students' academic performance in Chemistry at the lower secondary school level within the context of quality assurance policy implementation. The researchers utilized statistics from the doctoral research data sets of Maate, (2023) and Kibalirwandi, (2024). The research investigates how the availability and quality of instructional resources—such as laboratories, textbooks, and digital tools—affect student outcomes in chemistry. Additionally, the article examines the interplay between teachers' dispositions, compensation, and morale, and their influence on the effectiveness of these facilities. Utilizing a mixed-methods approach, the research combines quantitative and quantitative data analysis of students’ performance with qualitative insights from teacher interviews and classroom observations. Results reveal that well-resourced teaching environments significantly enhance student engagement and academic achievement. The paper also addresses the role of quality assurance policies in shaping teaching-learning facilities and their impact on educational equity, reflective practices, and lifelong learning.