Abstract

Globally, understanding the interplay between educational inputs and academic outcomes in secondary education is crucial for improving educational quality. Despite numerous studies, limited research focuses on their specific impact on student performance in Malawi. This study investigated the impact of educational inputs on student performance in the MSCE across ten schools in Mangochi District, including CDSSs, DCBSSs, NSS, and PSSs. The schools were selected using purposive and random sampling methods. A total of 252 participants, including head teachers, deputy head teachers, teachers, 2023 MSCE graduates, and education officers, were involved in the research. Descriptive statistics summarized the data, while multiple regression, linear regression, and crosstabulation analysed the relationship between educational inputs and student performance. Key findings revealed disparities in the availability of educational resources. NSS, DCBSSs, and DCSSs generally had adequate resources, while results from CDSSs and PSSs varied. Some CDSSs had sufficient resources, while others faced gaps in infrastructure and laboratory facilities. Similarly, PSSs showed mixed outcomes, with well-resourced schools performing better, while others struggled with limited funding and materials. Financial resources, laboratory facilities, and classroom quality significantly affected student performance (p < 0.05). Schools with better resources tended to have higher academic outcomes. A strong positive correlation was found between educational inputs and performance (p < 0.001), with resources and funding playing a significant role in enhancing outcomes (p < 0.001). Furthermore, teacher characteristics, TLM, and infrastructure were key factors affecting performance, emphasizing the need for support in under-resourced areas. To improve educational performance, the study recommends increasing financial support, enhancing resource allocation, and investing in infrastructure. It also suggests regular professional development for teachers, stronger community involvement, and targeted support for disadvantaged schools. Ongoing evaluation, policy reforms, and further research are essential for enhancing outcomes and equity in Malawi.

More details

School	: School of Education
Issued Date	: 2025

Download full document