Why Many Learners Fall Short Despite Attending School Regularly, According to Educator Ssali Badru

KAMPALA — Chemistry and Mathematics educator Ssali Badru has attributed the gap between school attendance and academic performance to limited classroom time, large class sizes and inadequate opportunities for individual learner support, arguing that many students require additional academic guidance to reach their full potential.

(Ssali Badru can be contacted using +256792140217)

Badru, a graduate of Makerere University, says many parents assume that attending school every day is sufficient for learners to excel.

However, he believes today’s academic environment demands more than routine classroom attendance, particularly for candidates preparing for national examinations.”

Schools do an important job of delivering the curriculum, but teachers often work against time,” he said. “With large classes and a syllabus to complete, some learners leave the classroom with unanswered questions or concepts they have not fully understood.”

According to Badru, subjects such as Mathematics and Chemistry require continuous practice and reinforcement.

A learner who misses a key concept early in the term may struggle with more advanced topics later unless they receive additional explanation and guided practice.

He notes that learners also differ in their pace of understanding. While some quickly grasp new ideas during lessons, others need more time, personalised attention and repeated practice to build confidence.

Badru says structured support outside normal school hoursincluding online lessons, small-group tutorials, revision programmes and holiday coaching can help bridge these learning gaps by giving students an opportunity to revisit difficult topics, ask questions freely and receive individual guidance.

He adds that the rise of virtual learning has made quality education more accessible, enabling students from different parts of Uganda to connect with experienced teachers without the need to travel.

“Additional learning should not be seen as replacing school,” Badru explained. “It is about strengthening what learners are taught in class and ensuring that no student is left behind because they needed a little more time or attention.”

As Uganda seeks to improve learning outcomes, Badru believes greater collaboration between schools, parents and educators offering supplementary instruction will help learners build stronger foundations in science and mathematics while preparing them for success beyond the classroom.

For learners, parents and schools interested in supplementary Chemistry and Mathematics lessons, both online and physical, academic mentorship or educational consultancy, Ssali Badru can be reached on +256792140217 (Phone/WhatsApp).