Published: 11:55 PM, 04 November 2026
Catastrophic HSC Results Warrant Scrutinizing Qualities of Classroom Lessons
Jannatul Fardaus Mahia
The catastrophic results of the Higher Secondary Certificate (HSC) examinations this year have raised serious concerns about the quality of classroom teaching, the effectiveness of the education system, and the preparedness of students for higher education. The alarming performance of a large number of examinees is not merely an academic setback; it is a warning that the country's education system needs urgent scrutiny and meaningful reform. While students are often blamed for poor results, the responsibility cannot be placed entirely on their shoulders. The quality of classroom lessons, teachers' performance, institutional management, and the overall learning environment must be examined carefully.
Bangladesh has made considerable progress in expanding access to education over the past few decades. More students are enrolling in schools and colleges, and the country has witnessed improvements in educational infrastructure. However, access to education does not necessarily guarantee quality education. The recent disappointing HSC results have exposed a troubling gap between enrollment figures and actual learning outcomes. If students attend classes regularly but fail to acquire essential knowledge and skills, the purpose of education remains unfulfilled.
Classroom teaching is the foundation of academic achievement. Students spend a significant portion of their formative years in educational institutions, where teachers are expected to explain lessons, encourage critical thinking, and prepare learners for examinations. Unfortunately, classroom instruction in many institutions remains heavily dependent on memorization and examination-oriented preparation. Students are often encouraged to reproduce textbook information rather than understand concepts, analyze problems, or apply knowledge in practical situations. Such an approach may help some students achieve acceptable marks, but it fails to develop a strong academic foundation.
The poor HSC results should therefore prompt education authorities to investigate whether classroom lessons are being delivered effectively. Are teachers completing the syllabus on time? Are they explaining difficult topics clearly? Do they encourage students to ask questions? Are regular assessments conducted to identify learning gaps? These questions deserve serious attention. Without examining the actual teaching and learning process, it would be difficult to identify the real causes of academic failure.
The quality of teachers is another important issue. Teachers play a central role in shaping students' academic abilities, attitudes, and aspirations. However, effective teaching requires more than academic qualifications. It demands subject knowledge, pedagogical skills, dedication, and the ability to understand students' individual learning needs. Teachers must be able to make difficult subjects understandable and create an environment in which students feel comfortable seeking help.
Unfortunately, some institutions suffer from irregular classes, inadequate supervision, and a lack of accountability. In certain cases, students depend heavily on private tutors and coaching centers because they do not receive sufficient academic support in classrooms. This growing dependence raises questions about the effectiveness of formal education. If students must rely on expensive coaching to understand lessons that should be taught in college, the quality of classroom instruction requires immediate evaluation.
The role of college authorities also deserves scrutiny. Institutional leaders must ensure that classes are held regularly, teachers perform their duties responsibly, and students receive appropriate academic guidance. Merely maintaining attendance records and organizing examinations cannot guarantee quality education. College management should monitor classroom activities, assess teaching effectiveness, and take necessary steps to improve academic performance. Parents and guardians should also remain engaged in their children's education without placing excessive pressure on them.
At the same time, students' personal responsibilities cannot be overlooked. Regular attendance, consistent study habits, discipline, and proper time management are essential for academic success. However, students cannot develop these qualities in isolation. They need supportive teachers, effective classroom instruction, appropriate learning materials, and a healthy academic environment. Blaming students without addressing institutional weaknesses would be an incomplete and unfair response.
Education authorities should undertake a comprehensive review of the HSC results, examining performance across subjects, institutions, and regions. Such an assessment could help identify recurring weaknesses in teaching methods, curriculum design, and examination preparation. Teacher training programs should be strengthened, classroom monitoring improved, and remedial education introduced for struggling students. Colleges with persistently poor results should receive special attention and appropriate academic support.
Moreover, examinations should assess students' understanding rather than their ability to memorize information. A balanced evaluation system that encourages analytical thinking, creativity, and practical application would make classroom learning more meaningful. Teachers should also receive opportunities for professional development so they can adopt modern and student-centered teaching methods.
The catastrophic HSC results must not be treated as an isolated incident or a temporary disappointment. They should serve as an opportunity to rethink the quality of education being delivered in classrooms across Bangladesh. The future of the nation depends on an educated and skilled generation capable of meeting emerging challenges. Unless classroom lessons become more effective, engaging, and meaningful, academic failures may continue despite growing educational opportunities. Scrutinizing teaching quality is therefore not an option; it is an urgent necessity for ensuring that students receive the education they deserve and the country needs.
Jannatul Fardaus Mahia is a freelance English language instructor.
