A phenomenological study of the factors of learning weakness with respect to the lived experiences of secondary school female students

It is obvious that effective and efficient learning and desirable academic performance of students depends on the existence of a set of educational and non-teaching factors that their lack poses a serious obstacle to learning and realization of intended goals and objectives. The present study attempts to determine the most important factors affecting learning weakness and academic performance of second-grade female students based on the lived experiences of students in this level. The general approach to this research is qualitative in terms of its nature and purpose, during which the data were collected by a semi-structured interview with 22 female secondary school students. The seven-step Colaizzi method was used to analyze the obtained data. Analysis of the data showed that the most important factors related to the learning weakness of female high school students can be expressed and discussed in three themes or general themes. That is, individual factors (lack of academic and study planning skills, inability to decide and solve problems and purposeful planning for the future, the basic weakness of previous years' courses, lack of focus in the classroom and etc.). School factors (weakness of teachers, evaluation method, condition of classrooms, textbooks, etc.) and extracurricular factors (family problems, excessive use of mobile and cyberspace, the impact of friends and peers and major problems of the educational system) can be abstracted. Obviously, using a set of scientific solutions to deal with these factors can improve and enhance the learning of female students.