Factors predicting students’ science performance: Insights from a nationwide study from Pakistan

This large-scale study provides evidence on pedagogical quality contributing to students’ science performance when examined alongside teacher, classroom, student, family, school, and regional factors. The sample included 286 science teachers and 15,287 students from 153 public and private schools across six regions of Pakistan. Using validated classroom observation scales and achievement tests for Grades 5, 6, and 8, the study found that pedagogical quality is a significant predictor of science achievement. Girls, younger students, those in Punjab, private-school students, and students with more educated parents performed better. Professional qualifications showed a negative association, while consistent language use across textbooks, instruction, and assessment predicted higher outcomes. Implications for improving science teaching in the Global South are discussed.