Published: 12:19 AM, 02 November 2026
HSC Results Collapse: Students' Poor Performance in English and Mathematics Sparks Worries
Arpita Nowrin Mou
The Higher Secondary Certificate (HSC) examination results of 2026 have raised serious concerns about the quality of education in Bangladesh, particularly because of students' poor performance in English and Mathematics. The disappointing academic outcomes have once again exposed deep-rooted weaknesses in the country's education system and raised questions about the effectiveness of classroom teaching, curriculum development, examination methods, and student assessment. While HSC results are traditionally considered an important measure of academic achievement and a gateway to higher education, the performance of students in these two essential subjects demands immediate attention from policymakers, teachers, parents, and educational institutions.
English and Mathematics are fundamental subjects that play a crucial role in students' academic and professional development. English is an international language that enables communication, higher education, research, and participation in the global job market. Mathematics, meanwhile, develops logical reasoning, analytical thinking, problem-solving skills, and scientific understanding. Therefore, students' inability to achieve satisfactory results in these subjects is not simply an examination-related problem; it is a serious obstacle to the development of a skilled and competitive generation.
One of the major reasons behind students' weak performance in English is the traditional approach to language teaching. In many schools and colleges, English is taught primarily as an examination subject rather than a practical communication skill. Students often spend considerable time memorizing grammatical rules, vocabulary, paragraphs, essays, and answers to common questions. Although memorization may help them obtain marks in certain examinations, it does not necessarily develop their ability to communicate effectively in English. Many students complete their higher secondary education without gaining sufficient confidence in speaking, listening, reading, and writing.
The situation is particularly challenging for students from rural and economically disadvantaged communities. Many rural educational institutions lack qualified English teachers, modern teaching materials, language laboratories, and adequate technological facilities. Students from financially disadvantaged families may also have limited opportunities to attend private tutoring or enroll in specialized coaching programs. As a result, the difference between urban and rural students' learning opportunities continues to influence academic performance.
This problem may originate much earlier than the HSC level. Students who develop weaknesses in arithmetic, algebra, geometry, and other fundamental areas during primary and secondary education often face greater difficulties when they reach higher secondary classes. Unfortunately, these weaknesses are not always identified and addressed at the appropriate stages. Consequently, students enter colleges without possessing the mathematical foundation necessary to understand more advanced topics.
The dependence on private coaching and guidebooks has further complicated the situation. Many students and parents believe that obtaining good examination results requires extensive coaching outside regular classroom hours. This creates additional financial pressure on families, particularly those with limited incomes. Moreover, excessive dependence on commercial coaching can discourage independent learning and reduce students' opportunities to develop genuine academic skills.
The consequences of poor performance in English and Mathematics extend beyond individual examination results. Students who struggle with English may encounter difficulties in university admission tests, international scholarship applications, academic research, and professional communication. Similarly, weak mathematical skills can restrict opportunities in science, engineering, economics, information technology, business, and other technical disciplines. In an increasingly competitive global economy, these limitations could affect Bangladesh's ability to develop a highly skilled workforce.
The government and relevant education authorities must take comprehensive measures to address this situation. First, improving the quality of English and Mathematics teaching should become a national educational priority. Regular teacher training, modern teaching materials, practical classroom activities, and technology-based learning facilities can make these subjects more accessible to students. Second, educational institutions should introduce additional academic support programs for students who struggle with fundamental concepts.
Parents also have an important role to play. They should encourage children to develop curiosity, independent thinking, and consistent study habits instead of placing excessive pressure on them to achieve high grades. Students, meanwhile, must recognize that education is not merely about passing examinations. Developing practical English communication skills and a strong mathematical foundation requires regular practice, patience, and genuine understanding.
The HSC results of 2026 should serve as a warning rather than simply another occasion for disappointment. Blaming students alone would be an unfair and ineffective response to a problem that involves the entire education system. The responsibility must be shared by policymakers, educational administrators, teachers, parents, and society.
Bangladesh aspires to become a knowledge-based, technologically advanced, and economically prosperous nation. Achieving this vision requires young people who can communicate confidently, think critically, solve problems, and adapt to changing professional demands. Without strong foundations in English and Mathematics, these aspirations may remain difficult to realize.
Ultimately, the real success of Bangladesh's education system should not be measured only by the number of students passing the HSC examination or achieving high grades. It should be measured by how effectively students acquire knowledge, develop practical skills, and prepare themselves for future challenges. The disappointing performance in English and Mathematics in HSC Results 2026 must therefore become a turning point for meaningful educational reform. Immediate action is essential to ensure that future generations receive not only certificates but also the knowledge, confidence, and abilities needed to build a stronger Bangladesh.
Arpita Nowrin Mou teaches
English language and literature
at Gateway International School
and College, Dhaka.
