Causes of Academic Underachievement among Pupils in the First Cycle of Basic Education in Libya from Teachers’ Perspectives

Abstract

This study aimed to identify the main causes of academic underachievement among pupils in the first three grades of basic education in public schools in Misrata, Libya, from teachers’ perspectives. It also examined the relative importance of family/social, school-related, and pupil-related factors and summarized proposed solutions. The study used a descriptive-analytical approach and a questionnaire. The reported descriptive results ranked family and social factors first (mean = 3.706; relative importance = 74.12%), school-related factors second (mean = 3.326; 66.52%), and pupil-related factors third (mean = 2.923; 58.47%). Lack of parental follow-up at home and overcrowded classrooms were among the highest-rated individual factors. The study concludes that academic underachievement is multifactorial and calls for stronger family–school partnerships, early identification, and targeted remedial support. Some inconsistencies in the original report concerning sample size and questionnaire structure should be resolved before publication.