Barriers to Science Learning in Pakistani Secondary Schools: A Sociological Perspective

This study investigates persistent challenges in science education within government secondary schools in Rawalpindi, Pakistan. Using a mixed-methods approach with surveys and interviews involving 150 students and 5 teachers, it identifies key barriers including heavy teacher workloads, limited access to laboratory resources, curricula emphasizing memorization, and scarce collaborative learning opportunities. Findings highlight how these interconnected factors hinder student engagement and suggest policy interventions such as manageable teaching loads, investment in laboratory infrastructure, and assessment reform to promote scientific reasoning.