Abstract

Globally, the need to understand the interplay between educational inputs and academic outcomes in secondary education is important for enhancing quality education. This study explores the impact of various educational inputs on student performance in the MSCE across secondary schools in Mangochi District. Ten schools were sampled, including CDSSs, CSS, District Boarding, National, and Private Secondary Schools, using purposive and simple random sampling methods. The research, combining both quantitative and qualitative approaches, analysed data from 252 participants, including head teachers, deputy head teachers, teachers, 2023 MSCE graduates, and education officers at the district and division levels. Descriptive statistics were used to summarize data, while multiple regression analysis, linear regression analysis, and cross-tabulation were employed to examine the relationship between educational inputs and student performance. Key findings showed disparities in educational resource availability. National, District Conventional, and Day Secondary Schools had generally adequate resources, whereas CDSSs and Private Secondary Schools had mixed results. Financial resources, laboratory facilities, and classroom quality significantly affected student performance (p < 0.05), with better-resourced schools achieving higher academic outcomes. Further results revealed a strong positive correlation between educational inputs and student performance (p < .001), with resources and funding significantly enhancing outcomes (p < 0.001). The study also identifies school location, type, and infrastructure as critical factors affecting academic performance, highlighting the need for targeted support in under-resourced areas. Thus, increasing financial support for schools, enhancing resource allocation to ensure equity, and investing in school infrastructure may lead to the creation a better learning environment and in turn improving education performance. The study also suggests implementing regular professional development courses for teachers, strengthening community and parental involvement, and developing targeted support programs for disadvantaged schools. Additionally, establishing ongoing evaluation mechanisms, promoting policy reforms to address educational inequalities, and encouraging further research and collaboration among stakeholders are recommended. Focusing on these areas can enhance educational outcomes and equity for students in Malawi.

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School	: School of Education
Issued Date	: 2024

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