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Chemistry is often regarded as a difficult subject, an observation which sometimes repels learners from continuing with studies in chemistry. The objectives of the study were to explore the content of chemistry and assessment strategies as a cause for students’ learning difficulty in chemistry. The nature of the research was descriptive and quantitative data collection procedures were used to conduct it. The population was comprised of all public and private school systems which have ten or more than ten branches in Lahore. Multistage sampling techniques have been used in it. Questionnaire was used as a data collection tool in the study. Cronbach’s Alpha was 0.879 while the minimum criteria of Cronbach’s Alpha is 0.75 for reliability. The findings shows that the level of secondary students’ perceptions about chemistry content and assessment strategies, as cause of learning difficulties, were at high level of agreement. The students of public and private shows high level of agreement toward content as a cause for difficulty in learning chemistry while as perceptions of private students shows high level of agreement as compared to public school students toward assessment strategies as a cause for difficulty in learning chemistry. It was recommended that teachers should use effective formative assessment methods for better understanding and learning of chemistry at secondary level.