Authors: Martha Phiri, Dr Phiri John
Abstract: Pupil progression from one grade to the next is a critical indicator of educational efficiency, particularly in rural contexts where multiple challenges impede learning continuity. This study investigated the factors influencing pupils’ progression rates from Grade 5 to Grade 6 in selected primary schools within Petauke District, Eastern Province, Zambia. The research employed a mixed-methods design, combining quantitative data from questionnaires and school records with qualitative insights from interviews and focus group discussions involving teachers, pupils, parents, and education officers. Key findings revealed that pupil progression was influenced by an interplay of academic, institutional, socioeconomic, and cultural factors. While 46.7% of pupils were within the typical age range for Grades 5–6, delayed progression was linked to grade repetition, late school entry, and irregular attendance. Additional factors included inadequate learning materials, large class sizes, limited parental involvement, long distances to school, household chores, and food insecurity. Gender-specific challenges, particularly for girls, were also noted, including absenteeism due to menstrual hygiene and early marriage risks. Based on these findings, the study recommends: provision of adequate learning materials, school feeding programs to address nutritional gaps, transport support for pupils living far from school, teacher professional development to improve instructional quality, reduction of class sizes, and enhanced parental and community engagement. Implementing these measures is expected to improve progression rates, reduce repetition and dropout, and promote equitable, inclusive education in line with Sustainable Development Goal 4.
