


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 4, No. 2, 2021 

www.scholink.org/ojs/index.php/grhe 

1 
 

Original Paper 

Assessing the Results of Higher Secondary Level and Its 

Equivalence Examinations: An Empirical Study 

Amir Hossain
1
 

1
 Ph.D. (Research Fellow) in English, JU, Bangladesh 

 

Received: December 26, 2020    Accepted: January 28, 2021    Online Published: March 27, 2021 

doi:10.22158/grhe.v4n2p1             URL: http://dx.doi.org/10.22158/grhe.v4n2p1 

 

Abstract  

This study aims to look at an assessment of the results of higher secondary level and its equivalence 

examinations of 2018 to unveil a 21
st
-century education system of Bangladesh. It aims to focus on the 

comparative discussion of the pass rate of different education boards. It would like to find out 

noticeable reasons for unsatisfactory results of HSC level learners under the ten education boards. The 

creative system, ICT, English, Science and Mathematics, financial constraints, lack of private tutor and 

teacher, strict evaluation of scripts, question paper leak, nepotism, and copying in the examination hall 

are responsible for unsatisfactory results. On the other hand, this paper would like to foster some 

important aspects for satisfactory results, including to ban question paper leak, to ban copying in the 

examination hall, and to ban coaching center, to train teachers, to recruit subject-wise expert teachers, 

to take the frequent test, to create corruption-free education, to motivate learners for creative writing, 

to establish English language club, to modify syllabus design and lesson plan, to provide funding 

opportunities and computer training program. For data collection and questionnaire survey, the 

researcher goes to three colleges in the Gazipur district of Bangladesh. Thirty participants, including 

students, teachers, and guardians are requested to take part in the test so that the real picture of the 

results of higher secondary level and its equivalence examinations can be exposed. Thus, it would like 

to show a novel dimension of Bangladesh education system.  

Keywords 

HSC level learners, Bangladesh education system, reasons for unsatisfactory results, ICT, English and 

Mathematics, question paper leak  

  

 

 

 



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1. Introduction  

The Government of Bangladesh places great importance on the education system. In this regard, the 

government is trying its utmost to transform its huge population into human resources. Education for 

All (EFA) is the constitutional responsibility of the government. The constitution affirms equal rights 

in education for all and sundry. Considering this, the government emphasizes providing education to 

the backward population and its female citizens. The government provides free education up to HSC 

(Class-XII) for the female along with a stipend. It is expected that this will contribute to enhancing the 

enrollment rate of female students by decreasing the rate of dropouts and enriching the country with an 

educated mass. 

Bangladesh conforms fully to the UN’s Education for All (EFA) objectives (Note 1) and the 

Millennium Development Goals (MDG) (Note 2) as well as other education-related international 

declarations. Article 17 of the Bangladesh Constitution provides that all children receive free and 

compulsory education (Note 3).
 

This study assesses the results of HSC level and its equivalence examinations of the year 2018 with a 

view to exposing the current Bangladesh education system. It focuses on the comparative discussion of 

the pass rate of several education boards. It identifies some reasons for unsatisfactory results of HSC 

level students under the ten education boards. The creative system, ICT, English, Science and 

Mathematics, financial constraints, lack of private tutor and teacher, strict evaluation of scripts, 

question paper leak, nepotism, and copying in the examination hall are deemed as unsatisfactory results. 

For this purpose, the researcher tries to foster some important issues for satisfactory results, including 

to ban question paper leak, to ban copying in the examination hall, and to ban coaching center, to train 

teachers, to recruit subject-wise teachers, to take the frequent quiz, to create a corruption-free 

educational environment, to motivate learners for creative writing, to establish English language club, 

to modify syllabus design and lesson plan, to provide funding opportunities and computer training 

program. For data collection and questionnaire survey, the researcher goes to three colleges in the 

Gazipur district of Bangladesh. Participants, including students, teachers, and guardians take part in the 

test to highlight the real picture of the results of the higher secondary level and its equivalence 

examinations. This research-work aims to unveil the reasons for unsatisfactory results of HSC level and 

its equivalence examinations.    

 

2. Literature Review  

In educational research, beliefs about teaching and learning are categorized into two dimensions. They 

are: Traditional and Modern. These two dimensions are termed as direct vs. indirect; conventional vs. 

contemporary; teacher-centered vs. student-centered approach of the teaching-learning process. Recent 

reforms in science education are based on modern/constructivist theories of learning. The 

teacher-centered classroom/the traditional dimension teaching is a central element of transmission 

based on the behaviorist approach to teaching and learning approaches. Psychologists working within 



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this paradigm are interested in the effect of reinforcement, practice, and external motivation on a 

network of associations and learned behaviors (Fosnot, 1996). 

Ara (2005) points out that the standard of English teaching in a developing country, like Bangladesh, is 

anything, but satisfactory due to the dearth of adequately qualified teachers; and this inadequacy raises 

the question of the effectiveness of training. What she wants to express here is that a teacher should 

receive training courses to develop his teaching skill and how to teach and what to teach and from his 

teaching skill what his students would be able to learn. Without training courses, he can’t be able to 

realize teaching and learning outcomes and strategies. So, any teacher needs to take the training course 

just after he is recruited at any educational institution. Without a training course, a teacher can’t be able 

to teach his students properly in the classroom.   

Khan (2005) comments that in Bangladesh, the teaching community is underpaid; and as a result, one 

opts for the teaching profession as a last resort, thus the increasing number of inefficient teachers in the 

teaching community. Khan wants to focus on the teaching profession in such a way that though 

teaching is a noble profession, it is not regarded as a social status due to the poor salary structure. But, 

the current government has taken some steps to increase salary for the teachers so that they can be able 

to meet every day’s needs or to bear educational expenses for their children and other familial matters.   

Tsai (2006) focuses on the evaluation of the relationship between the different beliefs: Adequate 

coherence exists between the subjects’ scientific epistemological beliefs and their classroom teaching. 

What this critic means here is that there must have a better interaction between a teacher and his pupils 

in the classroom and beyond. Classroom teaching depends on a teacher’s performance and strategy. If a 

student can completely learn his lesson in the class, he doesn’t need to study at home. So, a teacher 

tries to emphasize his classroom teaching strategy.        

According to Nelleke et al. (2010), two types of rationales are well-established: a) the way science is 

taught, and b) students often perceive science education to be limited because most topics of the 

science curriculum and syllabus design are chosen by the teachers. Science education is very difficult 

for the weaker students at educational institutions across the country. Physics, Chemistry, and Biology 

seem to be hard for most of the learners. They don’t understand theoretical issues and question patterns 

in science education. Teachers must be knowledgeable and well-conversant on scientific dictum. They 

must gather practical research experience in Physics, Chemistry, and Biology to teach the learners in 

the classroom or beyond. Teachers try to inspire their students to study and to find out problematic 

issues of science education so that they may answer any questions based on creative knowledge, but 

not on bookish knowledge. In this regard, teachers should have a proper understanding of the creative 

and critical sense of science subjects.   

Markic & Eilks (2010) emphasizes the broad and triangulated image regarding the science student 

teachers’ beliefs on teaching-learning science from four different domain of science teaching. 

 

 



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Table 1. Traditional & Modern Teaching Policy 

 

According to Rasheed (2012), there are enormous challenges to both learners and teachers in 

Bangladeshi mainstream classrooms because of the irregularities within English, the words borrowed 

from other languages; and the consequent different phonological representations. It is a very apparent 

issue that most students at educational institutions are weak in English. As a result, they have lost their 

attention to learning the English language. When the English examination approaches or knocks at the 

door, they get afraid of English whether they will pass or fail in the examination. This terrific sense 

always touches their mind. The case is that it is not feasible for any learner to develop the English 

Teaching 

Aspects 
Traditional Idea Modern Idea 

Teaching 

Policy 

Teacher-centred, teacher lectures, 

communicating predetermined 

knowledge; 

Student-centered, student set their aim, 

determine resources, and activities what will 

help them fulfill those goals, hands-on tasks, 

practical work, investigation, and research 

work. 

Teacher’s 

Performance 

Dispense accurate knowledge; set 

learning aim, and investigate 

student’s knowledge by finding out 

predetermined response. It is a 

teacher who will determine what to 

teach and how to teach as a dictator. 

The facilitator, help students to develop their 

inquiry, listen carefully to students’ 

interpretation of data, paying particular 

attention to any individual’s conundrum, 

puzzlement, and confusion. Student’s ideas 

(correct or incorrect) are always given 

priority. 

Student’s 

Performance 

 

The passive role, teacher-directed, 

recipient of information, listening to 

explanation from teachers, taking 

notes, raising questions only on 

occasion, learning until mastery. 

The active role, creator of knowledge as an 

autonomous explorer. Self-directed learning. 

Curriculum 

Design 

Popular view, planed and 

well-sequenced structured 

curriculum, a finite body of 

predetermined knowledge, fixed and 

rigid. 

The more interactive and dynamic 

curriculum, like a matrix. Relaxed and 

flexible. Focusing on thinking and 

understanding by problem solving or 

inquiry. 

Classroom 

Management 

Whole class instruction, routine 

activities, more formal, calm and 

quite in nature. 

Offer a variety of avenues for exploration 

various routes of approach. More casual, 

many things happening; small or peer group. 



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language depending on the cramming system. He must come out from this obsolete idea; if he succeeds, 

he will master this subject. In this sense, the role of a teacher is a must to inspire the students so that he 

can properly realize the importance and necessity of the English language for his real-life situation.  

According to Hannah (2013), how a teacher organizes his class, or how he controls it, he yields positive 

or negative consequences for his students. If a teacher is unmotivated, or negative, there will be a 

negative impact on his students in the classroom. Similarly, if a teacher is motivated or positive, he will 

likely have a helpful impact on his students as well. A teacher needs to understand this cause and effect 

to understand how to organize his classroom to create a better learning environment. 

Moreover, Hannah argues that the classroom is where learners will gain an understanding of their place 

in the world and the gifts that they have to offer. It is where all students develop what they want their 

future to look like, as well as knowledge of the skills are needed to reach that goal. The classroom 

environment is a must for an elementary learner. A student’s psychology develops through classroom 

milieu how to behave or speak with others. It is the sole duty of the teachers to help their learners 

complete the whole lesson in the class; they will have to study or investigate the clue how a weaker 

student can be understood very easily so that he can learn his lesson in the class. The supplementary 

task is a heavy burden for the weaker students. There are many poor and meritorious students at 

educational institutions throughout the country, who have to face financial constraints, cannot expend 

money for private tutoring. Therefore, it is the duty and responsibility of the class teacher is to inspire 

his learners to complete the lesson during class time. 

Alam (2014) points out that here in Bangladesh, the environment of learning English is to some extent 

unfavorable because it is often seen that a person is interested in learning English is normally laughed 

at and criticized severely and ignorantly by the people around the learners because of the mistakes, like 

the poor habit of speaking English. Such ruthless criticism prevents a learner of English from 

exercising in it; and, it ultimately fails. In Bangladesh, it is seen that there are lots of highly educated or 

normally educated persons who are very much interested to speak English, but they don’t have any 

English speaking fluency. The reason is that they don’t try to develop their spoken fluency at all. Again 

when anyone speaks English, they can understand properly what he speaks, or shares with the listener. 

But he can’t speak. Such a scenario is very common in non-speaking countries, including Bangladesh. 

Whatever the case is, the real fact is that spoken English completely depends upon the regular habit of 

the speaker. There is a proverb: “We learn by mistakes”. So habit is the master of himself. There is no 

alternative way of practice and effort.  

According to Rahman (2015), the English language is taught as a compulsory subject starting from 

elementary level to tertiary level for the students in Bangladesh Education System. Whether the 

students study in different streams of education, they have to learn English from the very beginning of 

their academic lives. In the education policy of Bangladesh, much emphasis has been given to learn 

English the reason is that English is, undoubtedly, the actual global language. English Curriculum for 

secondary and higher secondary levels fail to prescribe and adopt an empirical approach to the teaching 



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and learning of English. When the results are published throughout the year, it is mostly noticed that 

most of the students of Humanities Group cut a sorry figure in English examinations. Due to this 

situation, they fail to come out successful in their effort and targets. Students are very much weak in 

writing and speaking skills; they have no proper understanding of the grammatical skill and writing 

skill. Moreover, when they would like to decide to participate at the admission test of the tertiary level, 

they fail to secure expected scores, like TOEFL and IELTS. 

Hossain (2016) points out that the syllabus and curriculum are examination-oriented and prevent 

students from acquiring language competency. From this remark, Amir thinks syllabus design and 

curriculum should be prepared according to the demand of the higher secondary level learners so that 

they can keep aloof themselves from question paper leak and copying in the examination hall. The 

Government, the Chairman of the Education Board, educationists, Education Minister, and the 

concerned authorities of the country must take pragmatic steps to ensure the quality of education. 

Through concerted efforts, syllabus and curriculum would be made so that the students of all levels can 

be able to cope with the current global education system. We should bear in mind that the prosperity 

and failure of a country largely rely upon sustainable development of economy, society, and politics. 

The education system of a certain country is more developed; the socio-economic condition of that 

country is more developed. The syllabus and curriculum should be prepared in such a way that no 

student can get the opportunity of leaking the question papers and copying in the examination halls 

across the country. 

According to Imon (2017), in Bangladesh, the conventional methodologies of teaching had been 

practiced to equip children with the necessary skills and prepare them for the challenges of the 

21
st
-century globe. The government of Bangladesh took the initiative to integrate ICT (Information and 

Communications Technology) in education and started to implement it from 2009 on a small scale. In 

2010, the Government of Bangladesh came out with a new education policy where they emphasized the 

integration of ICT as a medium of instruction and set a goal to achieve ICT skills for every student. As 

a result, the master plan of ICT integration in Education came out in 2013 to ensure technology usage 

at the secondary and higher secondary levels of Bangladesh education system. After the generation of 

education policy and master plan for the implementation process, the government has started to 

integrate ICT in all levels of education. Integration of ICT in education is still an ongoing process in 

Bangladesh, and it is not easy to shift traditionally pedagogical practices by emerging instructional 

approaches.  

However, ICT can perform the important role of developing the intellectuality of the younger learners 

in Bangladesh and can make them communicate with the developed countries of the world. Without 

having ICT knowledge, many meritorious students of Bangladesh are deprived of the global education 

system. We know that ICT can bring about sustainable development of the Bangladesh Education 

System. 

 



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3. Results of Higher Secondary Level and Its Equivalence Examinations 

According to Nizamul Haque, a staff reporter of The Daily Ittefaq, the effect of change of script 

assessment system has fallen on the results in the higher secondary level and its equivalence 

examinations (held in 2018) in Bangladesh. Due to this system, the pass rate and GPA-5 of HSC and its 

equivalence examinations have decreased like the previous year. An average pass rate of examinees is 

66.64%; 29,262 examinees have got GPA-5 under 10 education boards. In 2017 the pass rate of 

examinees was 68.91%, and 37,969 examinees got GPA-5. The pass rate has lessened by 2.79%. In 

terms of GPA-5, the number of examinees has decreased-8,707. In 2016, the pass rate was 74.70%; and 

58,276 examinees got GPA-5 (The Daily Ittefaq, col. 2, p. 1).  

In the HSC and its equivalence examinations of the year 2018, the total number of examinees is 12, 

88,757. Among them, 8, 58,801 examinees have passed the examination. 10, 72,028 students have 

participated in the examination under 10 general education boards. 6, 91,958 examinees have passed 

the examination. The pass rate is 64.55%. 25,562 students have secured GPA-5. In comparison with 

last year, the number of GPA-5 has decreased-7,680.  

Now this study would like to focus on the results of 10 education boards in Bangladesh: 

3.1 Dhaka Board   

In the year 2018, in Dhaka Board, the pass rate is 66.13%. Under this board, a total number of 3, 

69,760 examinees participated in the examination. 2, 44,512 examinees passed the examination. 

Among them, there are 1, 18,399 male and 1, 26,113 female. And, 12,938 students secured GPA-5.  

3.2 Rajshahi Board   

In Rajshahi Board, the pass rate is 66.51%. Under this board, a total number of 1, 39,330 examinees 

participated in the examination. 92,674 examinees passed the examination. Among them, there are 

46,608 males and 45,686 females. And, 4,138 students secured GPA-5.  

3.3 Cumilla Board   

In Cumilla Board, the pass rate is 65.42%. Under this board, a total number of 1, 13,666 examinees 

participated in the examination. 67,820 examinees passed the examination. Among them, there are 

30,368 males and 37,452 females. And, 944 students secured GPA-5.  

3.4 Jessore Board   

In Jessore Board, the pass rate is 60.40%. Under this board, a total number of 1, 9,692 examinees 

participated in the examination. 66,258 examinees passed the examination. Among them, there are 

31,652 males and 34,606 females. And, 2,089 students secured GPA-5.  

3.5 Chittagong Board   

In Chittagong Board, the pass rate is 62.73%. Under this board, the total number of 96,858 examinees 

participated in the examination. 60,755 examinees passed the examination. Among them, there are 

28,326 males and 33,429 females. And, 1,613 students secured GPA-5.  

 

 



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3.6 Barisal Board   

In Barisal Board, the pass rate is 70.55%. Under this board, the total number of 62,173 examinees 

participated in the examination. 43,861 examinees passed the examination. Among them, there are 

20,791 males and 23,070 females. And, 670 students secured GPA-5.  

3.7 Sylhet Board   

In Sylhet Board, the pass rate is 62.11%. Under this board, the total number of 71,042 examinees 

participated in the examination. 44,127 examinees passed the examination. Among them, there are 

19,186 males and 24,941 females. And, 837 students secured GPA-5.  

3.8 Dinajpur Board   

In Dinajpur Board, the pass rate is 60.21%. Under this board, a total number of 1, 19,507 examinees 

participated in the examination. 71,951 examinees passed the examination. Among them, there are 

34,884 male and 37,067 female. And, 2,297 students secured GPA-5.  

3.9 Madrasah Board   

In Madrasah Board, the pass rate is 78.67%. Under this board, the total number of 97,793 examinees 

participated in the examination. 76,932 examinees passed the examination. Among them, there are 

42,907 male and 34,025 female. And, 1, 244 students secured GPA-5.  

3.10 Technical Education Board   

In the Technical Education Board, the pass rate is 75.50%. Under this board, a total number of 1, 

18,097 examinees participated in the examination. 89,089 examinees passed the examination. Among 

them, there are 60,923 males and 28,166 females. And, 1, 456 students secured GPA-5 (The Daily 

Ittefaq, Col. 2, p. 15). 

 

4. Comparative Discussion of Pass Rate  

According to Staff Correspondence of The Daily Manab Zamin, within seven years the results of HSC 

examinations of 2018 are the lowest. The number of GPA-5 has also lessened in comparison with the 

year 2017. The negative pass rate of the number of institutions has increased across the country. To 

pass 0% the number of institutions has decreased. Though the pass rate of female students is higher 

than males, the number of GPA-5 of male students is upward. The concerned authorities have 

condemned the unsatisfactory results of Humanities Group, English, Physics, and ICT for lessening the 

pass rate. Due to the decreasing 10% pass rate of both Sylhet and Jessore education boards as well as 

the 5% pass rate of Rajshahi and Dinajpur education boards, the overall results have cut a sorry figure 

in the examinations. Moreover, owing to less GPA-5 of the science group, the number of GPA-5 of all 

boards has also lessened. According to the statistics of education boards, after the year 2011, the results 

of 2018 are the least. In 2011 the pass rate was 75.08% (The Daily Manab Zamin, Col. 1, p. 1). 

Due to the decreasing 2% pass rate of 2012, the pass rate was 73.05%. In 2013 the pass rate was 

71.13%. Within seven years the pass rate of 2014 was the highest, which was 78.33%. In 2015 due to 

lessening 9%, the pass rate was 69.60%. In 2016 owing to increasing 5% of pass rate was 74.07%. In 



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2017 the pass rate went down; and due to decreasing 6%, the pass rate was 68.91%.  

In a press briefing, Education Minister Nurul Islam Nahid says that their government has taken six 

strategies to protect the question paper leak in the examinations across the country. Nahid also 

comments that strict carefulness, rules, and instructions are followed; and some important steps have 

been taken to assess question papers, to revise, to print, to package, to process trunk, and to send the 

centers. The minister also says that to take the seat is compulsory for each examinee commencing the 

examination before 30 minutes; to bring all sets of question papers from the treasury to the centers 

commencing the examination before 30 minutes; to reach the question papers from the treasury to the 

centers along with the officers and the police; to send set-code via SMS to the dutiful officers starting 

the examination before 25 minutes; to collect question papers from special safety envelops; and the 

police, RAB, CID, the officers from Ministry of Education,  different councils, all boards, district and 

field administration vigilance team have been prepared during the exam period.  

According to the information of published results, under 10 education boards, a total of 12, 88, 757 

examinees have taken part in the higher secondary examinations and among them, 8, 58,801 students 

have passed. The average pass rate of 10 education boards is 66.64%. In the year 2017, its rate was 

68.91%. 2.27% of the pass rate has decreased in comparison with the last year. 29,262 examinees have 

secured GPA-5 in 2018. Last year 37,969 examinees got GPA-5. 8,707 examinees have failed to secure 

GPA-5 in comparison with the previous year. 400 educational institutions have come out successful in 

holding 100% of pass rate. 132 institutions have failed to hold 100% of pass rate in comparison with 

the last year. No examinee from 55 educational institutions has passed the examination. 17 numbers of 

institutions have lessened in terms of 100% failure rate. A total number of 10, 72, 028 examinees has 

taken part in the examination under 8 education boards; and among them, 6, 91, 958 examinees have 

come out successful. The pass rate is 64.05%. Last year its rate was 66.84%. 2.29% of the pass rate is 

less than the previous year. 

It is seen in the published results that under 8 education boards, the Barisal education board has 

occupied the best position of pass rate, which is 70.55%. The pass rate of the Dinajpur Board is the 

least. In this board, the pass rate is 60.40%. In Cumilla Board 15.90% of pass rate is more than the 

previous year. Its pass rate is 60.21%. The pass rate is 66.13% in Dhaka Board, 66.51% in Rajshahi 

Board, 60.40% in Jessore Board, 62.73% in Chittagong Board, and 62.11% in Sylhet Board.   

Under the Madrasah Board, a total of 97,793 examinees have participated in the examination and 

among them, 76,932 examinees have passed. On this board, the pass rate is 78.67%. Though the pass 

rate has lessened in comparison with other 9 education boards, 1.66% of pass rate has increased in the 

Madrasah Board; and the number of GPA-5 has decreased. 1,244 examinees have secured GPA-5. Last 

year its number was 1,815. 571 examinees have failed to get GPA-5.   

Under the Technical Education Board, a total of 1, 18,000 examinees have participated in the 

examination; among them, 89,089 examinees have passed. On this board, the pass rate is 75.50%. Last 

year its rate was 81.33%. 5.83% of the pass rate has decreased. 2,456 examinees have got GPA-5. Last 



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year its number was 2,669. 213 students have failed to get GPA-5 in comparison with the previous 

year.  

Under Dhaka Board, a total of 285 examinees have participated in the overseas seven centers; and 

among them, 263 examinees have passed in the examination. The pass rate is 92.28%. 16 examinees 

have secured GPA-5.  

Under Eight Education Boards, students from Science and Home Economics groups have occupied the 

highest position in terms of pass rate, which is 79.14%. 21,171 examinees have secured GPA-5. In 

Business Studies, the pass rate is 68.55%; and 2,437 examinees have got GPA-5. In the Humanities 

Group, the pass rate is 56.46%; and 1,954 students have secured GPA-5. The pass rate of female 

students is higher than males, but boys have got GPA-5 more than girls. This year 6, 80,848 examinees 

have participated in the examination; and among them, 4, 34,958 examines have passed. The pass rate 

is 63.88%. 15,581 students have obtained GPA-5. On the other hand, 6, 07,909 females have 

participated in the examination; and among them, 4, 23,843 girls have come out successful. The 

Female’s pass rate is 69.64%. 13,681 female have got GPA-5. 5.84% of the female have passed the 

examination more than the male. But, boys have got GPA-5 more than girls (The Daily Manab Zamin, 

Col.1
+
, p. 8). 

 

5. Reasons for Unsatisfactory Results  

According to Sariful Alam Sumon, a staff reporter of The Kaler Kantho: In 2018 examinees of HSC 

and its equivalence examinations have cut a sorry figure due to the poor results of English, ICT, and 

Humanities Group as well as the script evaluation of the creative system. Students have cut a sorry 

figure in the examinations due to the creative system of each subject. On the other hand, in 2018, there 

was no allegation of question paper leak. The current government has followed strict rules to take the 

examinations. Altogether, five reasons are mostly noticed behind the unsatisfactory results of the 

higher secondary examinations. The concerned authorities have condemned the difficult examinations 

of Science and ICT (The Kaler Kantho, Col. 6, p. 1). 

Girls have cut a better figure than boys. According to the Chairmen and the Controllers of 

Examinations of different education boards, students have cut a sorry figure due to English subjects. 

Except for Dhaka Board, most of the students of Humanities Group in different education boards have 

participated in the examinations. Students of the Humanities Group are afraid of English examinations. 

Examinees of all boards have cut a sorry figure in English examinations. Pass rate and GPA-5 have 

been decreasing for several years. The pass rate has decreased by 2.27% in comparison with the 

previous year. The number of GPA-5 is the least. The number of GPA-5 has lessened by 8,707. Though 

the index of results goes downward, the concerned authorities think that Bangladesh Education System 

is getting developed. Education Minister Nurul Islam Nahid thinks that the pass rate has decreased 

owing to the scientific script assessment process. He says: “We are advancing toward a quality 

education system. Though the pass rate is less, I ensure the fact that all scripts have been evaluated 



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properly. We are very careful about developing quality education. We want to make a better 

educational environment for our students” (The Kaler Kantho, Col. 4, p. 8).    

Other indexes are also downward like pass rate and GPA-5. Under 10 education boards, 12, 88,757 

examinees have participated in the examinations and among them, 8, 58,801 examinees have passed. 

The average pass rate is 66.64%. In 2017 its rate was 68.91%. 29,262 students have got GPA-5; Last 

year 37,969 students got GPA-5.    

Examinees have cut a sorry figure in English and ICT. 

In English the pass rate is 75.48% under Dhaka Board, 72.67% under Rajshahi, 73.35% under Cumilla, 

65% under Jessore, 73.74% under Chittagong, 71.06% under Barisal, 82.33% under Sylhet, 65.51% 

under Dinajpur, and 88.89% under Madrasah.  

The result of almost all boards is 80% in ICT. The pass rate is 82.83% in ICT under Dhaka Board, 

93.54% under Rajshahi, 92.15% under Cumilla, 85.60% under Jessore, 83.94% under Chittagong, 

87.61% under Barisal, 92.46% under Sylhet, 88.33% under Dinajpur, and 93.99% under Madrasah.  

In 2018, students have cut a sorry figure in Physics. Some examinees are deprived of GPA-5 owning to 

Physics. The pass rate is 86.15% in Physics under Dhaka Board, 86.10% under Rajshahi, 92.50% under 

Cumilla, 81.11% under Jessore, 75.26% under Chittagong, 78.86% under Barisal, 90.32% under Sylhet, 

77.44% under Dinajpur, and 96.11% under Madrasah board.  

Almost half of the examinees from Humanities Group have participated in the examinations under 10 

education boards. 5, 64,231 examinees from this group have taken part in the examination; and among 

them, 3, 18,544 examinees have passed. Its pass rate is 56.46%. About 10% is less than the average 

pass rate. 1,954 examinees have got GPA-5 from Humanities Group. In Science Group, the pass rate is 

79.14%; and 21,171 students have got GPA-5. The pass rate in Business Studies is 64.55%, and 2,437 

students have got GPA-5.  

According to the information of the Ministry of Education, examiners have been assessing scripts 

through a creative system since 2017. Scripts are getting evaluated properly. In the year 2018, a model 

answer is given to each examiner so that they can assess the scripts very carefully and easily. Nobody 

can get more marks though they write unsatisfactory answers in the scripts. On the contrary, nobody 

can get poor marks though they write satisfactory answers. This is why a model answer is provided to 

the examiners. The Head Examiners evaluate 12% of scripts besides training the teachers.  

It is seen in the result analysis that 10% of examinees have failed to come out successful in the 

examinations under Jessore and Sylhet Boards in comparison with the last year. The pass rate under 

Dinajpur Board is the least, and its impact has fallen on the overall results. In each subject MCQ 

system of 30 marks has been getting held since last year. Due to this system, the average number of 

examinees has lessened. Boys have cut a sorry figure in the examinations than girls. The pass rate of 

girls is 69.72%, while the pass rate of boys is 63.88%.  

 

 



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The Controller of Examinations, Madhab Chandra Rudra of Jessore Education Board comments that 

most of the students are from Humanities Group under Jessore board. Most of them have cut a sorry 

figure in English. Due to English, the pass rate has decreased. But, the pass rate in Science Group and 

Business Studies is satisfactory.  

According to Ex-Professor Siddiqur Rahman, Institute of Education and Research, University of 

Dhaka,  

Except last 2-3 years, GPA rate and pass rate had been on the increase, but the quality education 

was not on the increase in the same way. Maybe, answer scripts weren’t evaluated properly by the 

inexpert teachers, as a result, many students secured GPA-5 despite having poor knowledge of 

their subjects. Now, the teachers are trying to evaluate the scripts properly though the results 

aren’t satisfactory. We want that all scripts should be assessed confidentially (The Prothom Alo, 

Col. 4. p. 2). [My Translation]     

It is known that most of the teachers have a poor idea concerning creative knowledge. Still now half of 

the teachers cannot understand properly creative questions. How it is feasible for the teachers to teach 

their students in the classrooms through the creative approach. The concerned authorities have also 

raised the current issue. In 50 sets of questions of 26 subjects, a creative system has been followed. As 

a result, those who haven’t understood the creative question, have cut a very sorry figure in the 

examinations.                     

However, in 2018, the pass rate under Madrasah Board is the highest. Its rate is 78.67%. 97,793 

examinees have participated in the examination; and among them, 76,932 examinees have passed. 

1,244 students have secured GPA-5. Technical Board has occupied the second position in terms of pass 

rate. The pass rate is 75.50%. 1, 18,000 examinees have taken part in the examinations; and among 

them, 89,089 students have come out successful. 2,456 examinees have got GPA-5 under Bangladesh 

Technical Board.  

The pass rate under Barisal Board has occupied the topmost position among all general education 

boards. The pass rate is 70.55% under Barisal, 66.13% under Dhaka, 66.51% under Rajshahi, 65.42% 

under Cumilla, 60.40% under Jessore, 62.73% under Chittagong, 62.11% under Sylhet, and 60.21% 

under Dinajpur Board. Students of Cumilla Board have come out successful in comparison with the 

year 2017 when the pass rate was 49.52%. In 2018, the pass rate has increased by 16%.  

12,938 examinees under Dhaka Board have secured GPA-5; 4,138 examinees under Rajshahi, 2,456 

examinees under Technical Board, 2,297 examinees under Dinajpur, 2,089 examinees under Jessore, 

1,613 examinees under Chittagong, 1,244 examinees under Madrasah, 944 examinees under Cumilla, 

873 examinees under Sylhet, and 670 examinees under Barisal Board have secured GPA-5.   

In comparison with the year 2017, 7,774 examinees have failed to secure GPA-5 under Dhaka Board. 

In this regard, The Chairman of Dhaka Board, Professor Md. Ziaul Haque has expressed his view that 

most of the students have failed to carry good marks in science subjects, and the questions have 

become very tough to answer for them. It is the major reason to decrease the number of GPA-5. He 



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also says that the concerned authorities have followed strict rules and regulations while evaluating the 

scripts, and they have tried utmost to ban question paper leak, and have assessed the answers scripts 

very carefully.    

 

6. Important Steps for Satisfactory Results   

The failure of a country is largely responsible for its poor education system. Education aims to make a 

man conscious of his own life so that he can be able to maintain his livelihood. An educated person has 

a lot of duties and responsibilities to the society where he resides. He can show the light of education to 

the ignorant communities. In this regard, we mention a well-reputed statement of Napoleon Bonaparte: 

“If you give me an educated mother, I will give you an educated nation”. Certainly, we realize that the 

nation’s progress depends on an educated mother. The government as well as the conscious 

countrymen should come forward to globalize the education system scientifically and technologically. 

The government should take immediate steps to how oriented-education can be implemented in a state 

where the nation can play an important role in establishing a prosperous country and nation. As we 

know the global education system is changing very rapidly. So we should try heart and soul to 

globalize our current education system. For this task, we must look at the western education system, 

how the teachers apply the theory of education policy and practice; and how this policy can be 

implemented for educational purposes. In the contexts of the higher secondary level education system, I 

would like to focus on some key points through which probable solutions can be drawn in the 

following ways:  

6.1 To Ban Question Paper Leak 

Nowadays in Bangladesh question paper leak has become a major concern in the public examinations 

at the HSC and equivalence levels. Question paper leak has brought about negative impacts on the 

mind of the younger leaners. For this situation, the quality of education has decreased. There is a 

proverb regarding education: “Education is the backbone of a nation”. The education system must be 

upgraded according to the age of demand. We have to understand that the economic prosperity of a 

country depends on the education system. This situation won’t be worsened. The conscious nation 

should come forward so that nobody can leak the question paper in all public examinations across the 

country. The first and foremost duty of the government is to ban the question paper leak by hook or by 

crook. The criminals must be punished severely so that they can never dare to do such an illegal act in 

the future.   

6.2 To Train Teacher 

A teacher is trained for training the students. If a teacher has no training knowledge, or background 

how he can train his students while discussing any relevant issues in the classroom. I think, after 

recruiting a teacher at any educational institution, he must be trained how to and what to teach his 

students. Without practical experiences, no teacher can teach properly; he may have a better result or 

higher degree, but if he does not know teaching skills, he will certainly fail to teach students properly. 



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The government must take practical steps to train the novice teachers immediately. A teacher has to 

help the students understand in such a way that they can learn their lesson in the class instead of at 

home. While a teacher will teach the students in the classroom, he will provide more examples along 

with illustrations, images, and, guidelines. To perform these tasks, a teacher must be trained 

conversantly so that the young learners may come out successful while acquiring knowledge 

academically. He must study and practice at home before taking his class. 

6.3 To Appoint Subject-Wise Expert Teacher 

While a teacher is appointed to teach any subjects at any educational institutions all over the country, 

he must be knowledgeable and expert in his subject on what he has already studied. Recruitment policy 

ought to be fair and free. The recruitment test and interview process must be taken confidentially based 

on their merit. Corruption free recruitment must be implemented throughout the state. A teacher as a 

candidate may be a poor person while he participates in the recruitment test, the governing committee, 

or the government body should emphasize his basic knowledge and wit. The reason I want to apply 

here is that a deserving and meritorious person should be appointed at any institution in the country. 

Recruitment policy should be honest and quite confidential to upgrade education policy and practice. 

The recruitment committee must understand the fact that the prosperity of a country largely relies upon 

the scientific education system. In this regard, corruption-free education policy and practice must be 

ensured for all students and teachers. 

6.4 To Ban Coaching Center 

All over the country, the coaching center has sprung like an umbrella. Fully educated, half-educated, or 

little educated men and women have engaged themselves in private tutoring. The aim of the teachers 

and the owners of the coaching center is to prepare their students in such a way that they can answer 

the questions in all examinations so that they can cut a good figure in the examinations. But, the 

situation in Bangladesh is the opposite. The main policy of the coaching center is to collect students 

from different sources and to earn a large sum of money from innocent parents and students. Some 

teachers of the coaching center are found to have a secret link with the powerful authority of the 

education board. From them, teachers collect the (fake) questions in exchange for money; and then, 

they sell the (fake) questions to the young learners. Such types of unsocial activities have occurred 

through the coaching center across the country. As a result, the students are cheated; and it hampers a 

great impact on their psychology negatively. Coaching centers should follow the norms and regulations 

of pedagogical approaches strictly with a view to implementing a postmodern education system for the 

greater welfare of the younger community. 

6.5 To Take Extra Class  

If any student fails to understand his lesson within a specific time in the classroom, a teacher will have 

to take extra classes, especially for the weaker students so that they need not study at home. If we look 

at the Japanese Education System, we will be able to learn that a teacher teaches his students in the 

class, or also at home until he learns his lesson properly. He teaches his students voluntarily. It means 



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that he continues to teach his students until he completely realizes his lesson. The fact is that many a 

time some students in the class don’t understand the lecture delivered by the teachers due to poor time 

management. In that case, the authority of the institution should take important steps so that extra 

classes can be taken, especially for English, Math, and Science subjects.    

6.6 To Remove Corruption from Education System 

It is known to everybody that the essence of the education system of a country is lessened due to 

corruption and unfair means in the examination hall. Many teachers and high officials lose their 

integrity and dignity due to malpractice in society and the community. Nobody expects the corrupt 

education system for which the young learners may go astray. When any teacher is appointed at any 

institution, the recruiters should keep themselves aloof from corruption. Corruption can give nothing to 

the nation itself, but its impact is very dangerous and dire on the upcoming generation. To save this 

heinous and hideous situation, the government as well as the dutiful citizen should come forward. The 

motto of a nation should be: “We want a corruption-free education system; there is no corruption in the 

educational environment anywhere in the country”. 

6.7 To Take Frequent Test  

I think the frequent test for evaluating the students’ performance on their subject-based knowledge, 

especially English, Mathematics, and Science, will certainly bring the best result in any examinations. 

When the frequent test is taken based on class discussion besides delivering the teacher’s lecture, the 

weaker students can do better because he is compelled to study at home or school; he thinks that he is 

determined to come out successful in the test; he will certainly try to take it as a challenge in this sense 

that he will have to obtain good remarks. Certainly, this frequent test will help them cut a good figure 

in the public examination. The Principal as well as the Managing Committee should take fruitful steps 

to make the class teachers alert of the frequent test. If this education system is continued at the higher 

secondary level, it seems to us that most of the young learners would come out successful in their 

future endeavors.  

6.8 To Ban Copying in Exam Hall 

Copying in the examination hall is a very common picture in the HSC and equivalence levels of the 

Bangladesh Education System. It is a traditional practice. The invigilators, local political leaders, and 

the institutional authority are mainly responsible for this crime. To ban this malpractice, the 

government should enforce the law strictly; those who are directly involved to supply copying in the 

examination, should be punished with an iron rod, or sent them to jail immediately, or should be fined 

without making any delay. Copying in the examination hall hampers our education system indeed; its 

severe impact falls on the mind of the young learners. The government should ban copying in the 

examination hall by hook or by crook; otherwise, the whole education system will get hampered.   

 

 

 



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6.9 To Keep Aloof from Helping Students in Exam Hall 

Another problem in the examination hall is noticed besides copying in the examination. Most of the 

invigilators help the students answer their questions directly. Before commencing the examination, 

some teachers collect a huge sum of money from the candidates in the condition that they help the 

students answer the question or make room for them to copy/see others’ answer scripts freely. For this 

malpractice, the local political leaders are greatly responsible. 

To ban this illegal act, before commencing the examination, the dutiful Magistrate of each center will 

be conscious of the dishonest means in the examination hall. He will take immediate steps to catch the 

criminals; and at the same time, he will send them to jail with a fine. In this regard, the local authority 

and the Principal should take effective steps to keep the teachers aloof from helping the students 

answer the questions in the examination hall. 

6.10 To Motivate Learners for Creative Writing  

The first and foremost duty of a teacher is to motivate his students on how to write creatively in the 

classroom or beyond. He will prepare the questions in such a way that no student can directly learn the 

lesson by heart; rather he will be compelled to apply his basic knowledge to answer any questions. The 

teacher will give the questions for the examinations so that he can keep themself aloof from cramming 

notion. Many a time in the public examinations of the higher secondary level, it is seen that questions 

are very difficult to answer because what the students have learned at home or school don’t get 

common questions. In that situation, if any student has a basic performance on creative writing, he will 

very fairly answer all questions. So, I think creative writing is a must for developing the students’ merit 

or cutting a good figure in public examinations. 

6.11 To Make Guardians Alert and Sensitive 

It is the duty and responsibility of the teachers to make the students’ guardians conscious of education: 

Will they attend the class on time? Will they learn their class lesson properly? What is their result of 

weekly test/monthly test/pretest? Will they abide by the rules and regulations of the institution or not? 

The teacher must inform such issues to their parents directly. Moreover, many brilliant students are 

found to fall victim to eve-teasing, drug addiction, and unsocial activity across the country. In school 

life, they are found to have addicted to such malpractices. In this situation, the role of the teachers is 

much more than the guardians; he will try to understand his students concerning the real-life situation 

of the age in place of academic punishment. He must inform the parents of the students’ success and 

failure concerning his examinations from time to time. 

6.12 To Establish English Language Club 

English Language Club plays an important role to develop the four skills of the English language. If 

there is an opportunity to participate in the language club for each learner, I think they will come out 

successful in developing speaking skills. To develop speaking skills, group discussion is a must. If such 

a language club is established in art institutions throughout the country, the students will certainly be 

able to extend their speaking skills. At the secondary level, if they are capable of speaking and writing 



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skills of the English language, at the later stage of life, they will secure better scores in IELTS/TOFEL 

test if they intend to study abroad for higher education. 

6.13 To Modify Syllabus & Lesson Plan 

National Curriculum and Textbook Board Syllabus should be designed in such a way that students can 

be able to gather creative knowledge of English, Math, and Science. A syllabus should be age-oriented 

and creative so that any student can have no chance to copy in the examination hall. On the other hand, 

based on the syllabus, the teacher should prepare their class lesson. Without the lesson plan, it is very 

difficult for the teachers to teach his students in the class, which has to be a systematic way. The 

education system must be dealt with syllabus design and lesson plan. So, the authority of the Ministry 

of Education and Education Board is to take proper steps on how syllabus design can be creative and 

copied free in the examination halls. They should guide the teachers on how to lesson plan can be 

appropriate and implemented. Teachers should take teaching and learning training courses on how to 

prepare lesson plans and syllabus design in an ultra-modern method. 

6.14 To Provide Funding Supports  

There are many poor and meritorious students at the HSC and equivalence levels all over the country. 

Due to the financial crisis, many young learners fall apart from education; their dream remains a dream, 

which is never fulfilled. Their parents cannot afford to educate their children due to poverty even they 

are not able to purchase books or other necessary materials. The government and the school authority 

should help them provide funding opportunities so that they can prosecute their study. Books, learning 

materials, uniforms, and tiffin should be provided free for the downtrodden students of educational 

institutions. The authority especially in the rural areas should collect reasonable fees from the poor 

students. In this regard, the role of the government is a must. Without having funding supports, many 

bright students are getting deprived of education. As a result, they get themselves engaged in unsocial 

activities, like drug addiction, stealing, eve-teasing, rape, kidnapping, and smuggling in the name of 

politics. 

6.15 To Enlarge Class Size 

In Bangladesh, the class size is very small and not very spacious in comparison with the number of 

students. Each year students are on the increase, class size remains the same. On a single bench, more 

than 5-6 students are sitting together; as a result, it is very difficult for them to understand the class 

lecture. They can’t write and sit freely in the class due to the small class size. Another problem is that 

while they sit for the examination, they try to copy others’ answer scripts. They lose their attention 

from the study. They go to the exam hall depending on others’ mercy. When any school is established, 

the class size will have to be spacious and large so that learners can learn their lesson in a jolly mood. 

6.16 To Visit College 

If the board authority, as well as the authority of education of ministry, frequently visits the educational 

institutions, how the teachers take classes, how they teach them, are the students capable of 

understanding their lesson properly? If any teacher fails to perform his duty and responsibility while he 



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will stay at school during the working period, I think, the authority has to take steps for those who 

break the rules and regulations of the institution. To my sense, the government ought to follow strict 

rules to punish those who violate educational norms. It is possible when the authority will visit the 

institutions frequently, they will be able to find out the negative and positive aspects of the institutions. 

6.17 To Provide Computer Training Program 

In a competitive age, we can’t think of our existence without computers and English. To shine in life or 

to get a lucrative job, both computer and English training courses are greatly indispensable for all sorts 

of teachers and students. Nowadays, it is found that many students are very much eager to study abroad 

for higher education. It is quite impossible for them without a computer and English to study abroad. 

They must have conversant with computer & four skills of English language indeed. The fact is that 

computer training programs must be necessary for students and teachers if they would like to receive a 

real education.  

 

Table 2. Reasons of Failure and Success in the ICT, English, Mathematics, and Science Exams 

Total Question a b c d 

1 2 3 0 5 

2 4 1 2 3 

3 2 4 0 4 

4 3 3 1 3 

5 2 3 2 3 

6 2 3 2 3 

7 2 2 3 3 

8 2 4 1 3 

9 3 2 1 4 

10 4 2 0 4 

Total a=26 b=27 c=12 d=35 

 

7. Data Collection 

In this current study, a written survey questionnaire has been used. The survey has been carried out in 

different higher secondary colleges at Gazipur in Bangladesh through a questionnaire process. The 

researcher visits 3-colleges, Tongi Government College, Shafiuddin Sarker Academy & College, and 

Scholars’ School and College; and collects data from the higher secondary level students, teachers, and 

guardians. He distributes the typed-questionnaires to the respondents and requests to provide 

information spontaneously. Data collection takes place during October-November 2018.  

 

 



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For the convenience of comprehension and acceptance of the respondents, the questions are delivered 

to the students in the English version. All the questionnaires are administered in face-to-face classes 

and beyond. Students and parents take around 30-minutes and teachers 20-minutes to tick the right 

options from the alternatives. Data collection takes place without any interference from teachers or 

parents. Thus, the researcher guarantees the reliability of the results. While the data is collected, scripts 

are processed for analysis and interpretation.  

While collecting data, teachers are asked why they (t) are blamed for the poor results of their students, 

copying in the examination hall, and question paper leak, they try to refuse the right answer. Also, 

students are blamed for watching television, wasting time on Facebook, and for not adhering to study, 

they try to show lame excuse. Students help the researcher collect data; but, some teachers are not 

found to be cooperative and supportive.  

Participants are informed that their participation in this study is strictly voluntary and any information 

obtained in connection with this study and that can be identified with them will remain quite 

confidential and will be disclosed only with their permission. There are no known physical, 

psychological, social, or legal risks in this study beyond those of ordinary life. Furthermore, it is 

highlighted that there is no cost to the participants for participation in this project.    

 

8. Data Analysis 

 

 

Figure 1. Shafiuddin Sarker Academy & College, Tongi, Gazipur 

 



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From the above chart, it is clear that 35% of students select the “d” option because they think that there 

is no alternative means without a coaching center and private tutoring. On the contrary, only 12% of 

students select the “c” option. The reason may be mentioned here that students don’t get satisfactory 

and reasonable options in multiple-choice. In the pie chart, it is seen that “a” and “b” options are almost 

the same were 26% and 27% of students select. There is only a 1% difference between their choices. 

At Shafiuddin Sarker Academy & College situated at Tongi under the district of Gazipur, Bangladesh, 

students think that they cut a sorry figure in the HSC examination of 2018 due to getting poor 

marks/grades in ICT, English, Mathematics, and Science. In this regard, they express different views 

with the researcher that the role of the private tutor is much more than the class teacher. The reason is 

that teachers can’t complete the class lesson due to time constraints. FaceBook and watching television 

are responsible for the poor results at the HSC level. Rural students are weak in ICT, English, 

Mathematics, and Science. As a result, they cut a sorry figure in the exam. They don’t have the 

opportunity to come into contact with expert teachers like urban students. For the question paper leak, 

students support jail penalty and fine. The research also shows that girls are doing better results in the 

examination because they are very much attentive to study than boys.  

 

Table 3. Complexities of Syllabus Design and Lesson Plan 

Total Question a b c d 

1 6 1 2 1 

2 2 3 1 4 

3 4 2 2 2 

4 4 2 1 3 

5 4 3 2 1 

6 5 3 2 0 

7 3 3 1 3 

8 3 3 0 4 

9 4 3 1 2 

10 5 2 1 2 

Total a=40 b=25 c=13 d=22 

 



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Figure 3. Shafiuddin Sarker Academy & College and Scholars School & College, Tongi, Gazipur 

 

Table 4. Reasons of Failure and Success in the ICT, English, Mathematics, and Science Exams 

Total Question a b c d 

1 4 3 0 3 

2 5 2 1 2 

3 3 3 2 2 

4 3 3 2 2 

5 1 4 2 3 

6 4 3 0 3 

7 1 2 3 4 

8 2 3 2 3 

9 2 3 2 3 

10 2 3 2 3 

Total a=27 b=29 c=16 d=28 

 

From the above chart, it is seen that 40% of teachers tick “a” option in this sense that leak of question 

paper due to a coaching center, poor results of rural students owning to experienced teachers, lack of 

creative writing and creative system, a poor funding opportunity for weaker students are minutely 

presented in this study to evaluate the general concepts of the HSC level teachers. On the contrary, only 

13% of teachers select the “c” option because there is an important option for them: “Syllabus design 



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and lesson plan should be revised, re-modified, and updated”. Most of them select this reasonable 

option. This research also shows that teachers emphasize the establishment of English language club at 

the college level; and, they also blame the coaching centers and the officials of education boards due to 

the leak of question papers. Crooked teachers are blamed for copying in the examination hall because 

they help students copy others’ scripts and take money from students.  

 

 

Figure 4. Tongi Government College, Gazipur 

 

This quantitative study was conducted at Tongi Government College under Gazipur district, 

Bangladesh. From this study, it is seen that 29% of guardians selected the “b” option which includes 

students can cut a good figure in the examinations by giving good teachers; reasons for unsatisfactory 

results are noticed due to lack of attention, financial constraints, poor grade in English, ICT, 

Mathematics, and Science, private tutors, class teachers, and psychological conflicts. Participants then 

select “a” and “d” options, where the difference is only 1% between their choices. They express their 

views that syllabus design and lesson plan ought to be modified for better results; computer learning is 

necessary for students; those who leak the question papers should be sent to jail and fined; teachers’ 

recruitment policy and education system should be free, fair and corruption-free; and students should 

spend 15 hours for study. “c” is the least choice where only 16% of guardians tick, which includes lack 

of proper care, coaching center, watching television, lack of private tutor at home, and traditional 

education system. The above said reasons are opined by guardians concerning unsatisfactory results in 

the HSC and its equivalent examinations. 

 

 

 



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9. Conclusion and Recommendations  

In this study, the researcher has tried to assess the results of higher secondary level and its equivalence 

examinations of 2018 to unveil a 21
st
-century education system of Bangladesh. He has focused on the 

comparative discussion of the pass rate of different education boards. He has discussed some noticeable 

reasons for unsatisfactory results of the HSC level students under the ten education boards. The main 

reasons for unsatisfactory results are dealt with the creative system, ICT, English, Science and 

Mathematics, financial constraints, lack of private tutor and teacher, strict evaluation of scripts, 

question paper leak, nepotism, and copying in the examination hall. Moreover, this study has fostered 

some important aspects for satisfactory results, including to ban question paper leak, to train teachers, 

to recruit subject-wise teachers, to ban copying in the examination hall, to take a frequent test, to create 

corruption-free education, to motivate learners for creative writing, to ban coaching center, to establish 

English language club, to modify syllabus design and lesson plan, to provide funding opportunities and 

computer training program. For data collection and questionnaire survey, three intermediate colleges of 

Gazipur district were selected where students, teachers, and guardians were requested to participate in 

the test. Thus, this study has highlighted the real picture of the results of the higher secondary level and 

its equivalence examinations of 2018. Its target is to uphold an innovative dimension of Bangladesh 

education system.   

From the discussion said above in the light of evaluating the results of higher secondary level and its 

equivalence examinations, it becomes clear that HSC and its equivalent levels students cut a sorry 

figure in English, Mathematics, ICT, and Science owning to the lack of proper guidelines of teachers 

and guardians. Moreover, traditional teaching policy is also a key factor for which students have been 

cutting a sorry figure in the examinations. However, considering the aforesaid issues and discussions, 

the following recommendations can be suggested as proper steps to expose the existing situations for 

better results of HSC level learners: 

 Science and technology-based education can be a proper step for brilliant success. 

 English, Mathematics, ICT, and Science must be taken extra-care of until students can realize.  

 Creative writing, creative system, and quiz tests must be given priority.  

 The syllabus design and lesson plan must be modified following the capability of students.  

 English speaking, reading, writing, and listening skills must be emphasized so that students 

can participate in the IELTS or TOEFL test at any time. 

 English language club and computer training course ought to be ensured.  

 Group discussion in the field of teaching can be a suitable step by fostering their important 

roles and teaching students practical knowledge. 

 Research-based teaching is necessary from the very beginning of the study period. 

 Corrupt politics-free and fair education can be a good model to build up a prosperous nation. 

 Skilled and expert teachers should be recruited at all colleges. 

 Stipend and scholarship should be provided for rural living students. 



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 Reasonable tuition fees can be ensured for spreading knowledge and education. 

 Nepotism, copying in the examination hall, coaching center, and question paper leak must be 

banned strictly.  

 Script evaluation policy must be flexible.  

 Ultra-modern education policy and strategy must be followed up.  

 

References 

Ahmed, M. (20 July, 2018). The Daily Prothom Alo (Col. 4, p. 2).  

Alam, M. S. (2014). Problems in English language teaching and Learning in Bangladesh and My 

Recommendation on It.  

Ara, A. (2005). Teaching of English in Bangladesh: Problems and Solutions. Stamford Journal of 

English, 1, 59-62. 

Fosnot, C. T. (1996). Constructivism: A Psychological Theory of Learning. Constructivism: Theory, 

Perspective and Practice (pp. 8-33). New York and London. 

Hannah, R. (2013). The Effect of Classroom Environment on Student Learning. Scholars Works at 

WMJ. 

Haque, N. (20 July, 2018). The Daily Ittefaq (Col. 2
+
, p. 15

+
). 

Hasan, M. (2015). Condition of English in Bangladesh: Second Language or Foreign Language.  

Hossain, Md. Amir. (2016). Education System and Result of PSC, JSC, Ebtedayee, and JDC 

Examination: A Case Study of Bangladesh. Journal of Education and Training, 3(1). Macrothink 

Institute,
 
USA. https://doi.org/10.5296/jet.v3i1.8969 

Imon, M. M., & Imran, I. (2017). ICT Integration in Secondary Education in Bangladesh: A Study of 

Policy and Practice. Master of Philosophy in Comparative and International Education. 

Department of Education Faculty of Educational Sciences University of Oslo.  

Khan, H. R. (2005). Perception of Trainee Teachers: Implications for Effective Teaching of English. 

Stamford Journal of English, 1, 119-129. 

Markic, S., & Eilks, I. (2010). Mixed Method Approach to Characterize the Beliefs on Science 

Teaching and Learning of Freshman Science Student Teachers from Different Science Teaching 

Domains. In M. F. Tasar, & G. Cakmakci (Eds.), Contemporary Science Education Research: 

Teaching (pp. 21-28). Ankara, Turkey: Pegem Akademi. 

Nelleke, A. H., Belo, J. H., Van, D., & Nico, V. (2010). Teachers’ Beliefs about Making Physics 

Engaging and Comprehensible for Secondary Students in the Netherlands. In M. F. Tasar, & 

Cakmakcl (Eds.), Contemporary Science Education Research: Teaching (pp. 29-39). Ankara, 

Turkey: Pegem Akademi. 

Rahman, M. (2015). Teaching English at HSC Level in Bangladesh. ASA University Review, 9(1). 

Rasheed, M. M. A. (2012). Learning English Language in Bangladesh: CLT and Beyond. Critical 

Literacy: Theories and Practice. 

https://doi.org/10.5296/jet.v3i1.8969


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Staff Correspondence. (20 July, 2018). The Daily Manab Zamin (Col. 1
+
, p. 1

+
). 

Sumon, S. A. (20 July, 2018). The Kaler Kantho (Col. 4
+
, p. 1

+
). 

Tsai, C. C. (2002). Nested Epistemologies: Science teachers’ Beliefs of Teaching and Learning. 

International Journal of Science Education, 24(8), 771-783. 

https://doi.org/10.1080/09500690110049132 

 

Notes 

Note 1. Bangladesh: Education for All 2015 National Review. Ministry of Primary and Mass Education, 

Government of Bangladesh. unesco.org. 

Note 2. Millennium Development Goals: Bangladesh Progress Report 2015. General Economics 

Division (GED), Bangladesh Planning Commission. plancomm.gov.bd. 

Note 3. “The Constitution of the People’s Republic of Bangladesh: Article 17 (Free and Compulsory 

Education)”. bdlaws.minlaw.gov.bd. 

 

Appendixes 

Appendix for Students 

1. To do well in the examination, which thing do you give most priority?  

a) Coaching Centre 

b)  Formal Learning 

c) Informal Learning 

d) Coaching Centre and Formal Learning  

 

2. Why do many students at the higher secondary level cut a sorry figure in the 

examination?  

a) Lack of poor knowledge of English 

b) Due to Mathematics 

c) Due to Physics, Chemistry & Biology 

d) Due to ICT, English, Mathematics, and Science 

 

3. Do you think teachers’ role is much more than your parents for better results?   

a) No. I don’t think so. 

b) Yes. I think so. 

c) Parents’ role is more important than teachers. 

d) I don’t support teachers’ role because they give more priority on private tutoring than class 

teaching.  

 

 

https://doi.org/10.1080/09500690110049132
http://unesdoc.unesco.org/images/0023/002305/230507e.pdf
http://www.plancomm.gov.bd/wp-content/uploads/2015/09/MDGs-Bangladeh-Progress-Report_-PDF_Final_September-2015.pdf
http://bdlaws.minlaw.gov.bd/sections_detail.php?id=367&sections_id=24565
http://bdlaws.minlaw.gov.bd/sections_detail.php?id=367&sections_id=24565


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4. How much time do you spend for study round the clock? 

a) 20 hrs. 

b) 16 hrs. 

c) 12 hrs. 

d) 8 hrs.  

 

5. Do you think Facebook or Watching Television impacts negatively upon your study?  

a) Yes. I think so. 

b) No. I don’t think so.  

c) Facebook or Watching Television helps a student do a better result in the examination.   

d) Facebook or Watching Television helps a student increase general knowledge of English 

language.  

 

6. The number of GPA-5 is getting lessened owing to 

a) ICT 

b) English 

c) History 

d) ICT, English, Mathematics, and Science 

 

7. “Students living the rural areas in Bangladesh don’t get ample opportunity of 

education.”-Why? 

a) Poverty 

b) Experienced and expert teachers  

c) Parents aren’t careful 

d) Teachers teaching at colleges aren’t attentive to students.   

 

8. Students passing from Madrasah Board don’t get chance to study at Public University 

due to  

a) Arabic & Islamic Studies 

b) English, ICT, Mathematics, and Science 

c) English, Bengali and General Knowledge 

d)  Students passing from Madrasah Board aren’t permitted  

 

9. What punishment do you support for “Question Paper Leak?” 

a) Death penalty 

b) Jail penalty and fined  

c) Fine 



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d) None of above 

 

10. “Currently, it is seen that girls are doing better results in the examination than boys.” 

Why it is getting happened.  

a) Girls are staying at home always. As a result, they have enough time to study.  

b) Girls are more meritorious than boys.  

c) Girls are doing better results hoping for shinning in life.  

d)  Girls are very much attentive to their study than boys.  

 

Appendix for Teachers 

1. Who are greatly responsible for leaking question paper?  

a) Teachers 

b) Guardians 

c) Private Tutors 

d) Owners of coaching centre and the officials of education boards 

 

2. Why teachers are blamed for copying in the examination hall.  

a) Due to taking money from students. 

b) Due to helping students copy others’ answer scripts. 

c) Owing to supplying notebooks from outside. 

d) Owing to the political pressure.  

 

3.  Many teachers don’t try to understand creative system of the question pattern. The 

reason is that  

a) They don’t try to study ins and outs of the book.  

b) They have no time to practise creative knowledge. 

c) They are always very busy to teach their students; so, they don’t try to understand.  

d) They have no primary and secondary sources; so, they don’t bother about creative system.  

 

4. Why do the students living the in the rural areas of Bangladesh can’t do well in the 

examination. The Reason is that 

a) They don’t get expert and experienced teachers 

b) They have financial constraints to buy books. 

c) They are weak in English, Mathematics, ICT, and Science. 

d) They don’t get opportunity of question paper leak.  

 

 



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5. Question papers are getting leaked due to 

a) coaching Centre  

b) teachers’ dishonest means 

c) political leaders 

d) the big boss of Education Boards of Bangladesh  

 

6. Students living in the urban areas cut a good figure in the examinations on account of 

a) good teachers 

b) colleges have ultra-modern facilities 

c) a lot of coaching centres 

d) question paper leak 

 

7. Teachers should motivate their students for 

a) creative writing 

b) critical writing 

c) copying in the examination hall 

d) going to coaching centre 

 

8. As a teacher, do you think English Language Club ought to be established  

a) at college 

b) at school 

c) at Madrasah  

d) at home 

 

9. Syllabus Design and Lesson Plan should be 

a) re-modified 

b) changed 

c) revised, re-modified, and updated 

d) unchanged 

 

10. Funding opportunities should be provided for 

a) weaker students 

b) poor but meritorious students 

c) bright students for brilliant results 

d) None of above 

 

 



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Appendix for Guardians 

1. As a guardian, do you think that teacher’s recruitment policy ought to be 

a) fare and honest 

b) corrupted 

c) donated 

d) politically connected  

 

2.  For which reason can a student cut a sorry figure in the examination?  

a) financial constraints 

b) lack of good teachers 

c) lack of proper care 

d) above all of them  

 

3. For which reason can a student cut a good figure in the examination?  

a) by providing financial supports 

b) by giving good teachers 

c) owning to coaching centre 

d) by giving good teachers and coaching centre 

 

4. What are the reasons of unsatisfactory results?  

a) ICT, English, Mathematics, and Science 

b) Students don’t study attentively  

c) Students don’t get good teachers 

d) Students are habituated to Facebook  

 

5. Do you think how much time a student should spend for study? 

a) 20 hrs. 

b) 15 hrs. 

c) 12hrs. 

d) 8hrs. 

 

6. Those who leak question papers should be 

a) beaten  

b) fined 

c) sent to jail 

d) hanged  

 



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7. The number of GPA-5 has decreased due to 

a) poor results in ICT, English, Mathematics, and Science 

b) lack of attention in study 

c) watching television  

d) Facebook 

 

8. For satisfactory results  

a) Syllabus and Lesson Plan should be modified 

b) Good teachers should be appointed 

c) Private tutors should be appointed at home 

d) Students should be attentive to study  

9. Computer Training Program helps a student  

a) learn computer  

b) get a good job 

c) go to abroad for higher education 

d) get a good mark in ICT 

 

10. Education System ought to be  

a) fare and corruption free 

b) scientific and technological 

c) traditional  

d) both a & b 

 

 

 

 

 


