The impact of student level, classroom level and school level on student academic achievement have been of great interest for the last four decades all over the globe. This study examines student, teacher and school related factors that limit high school student’s achievement in physical sciences in Sheka, Bench Maji and Kaffa zones, SWE.A cross-sectional survey was conducted on a total of 1300 high school students from five district in nine respective schools we selected by using multistage stratified sampling techniques. A designed questionnaire was used to obtain data on background information, student level, classroom level and school level. The outcome variables was physical science scores obtained by averaging students’ continuous assessment scores collected from school records and by delivering common examination for all. Multiple linear regression and multilevel linear regression were used to analyze the data. The results of multiple linear regression showed that variables like more study hours, mother educational level, being male, positive interest towards learning physical science, parent support, school resource and satisfactory equipped class for laboratory illustration had positive effects on the achievement of students in physical science. In contrary variables like absent from class and spent more time arrived to school had negative impacts on physical science achievement of students. The multilevel analysis showed that the variance of the random component related to the intercept term was found to be statistically significant implying difference in student academic achievement among the selected schools.
