Relationship between educational financing and students’ academic performance in Secondary Schools of Wukari educational zone, Taraba state

This study investigated the relationship between educational financing and students’ academic performance in secondary schools within Wukari Educational Zone. The study aimed to assess the level of educational financing and examine how it influences students’ academic outcomes. A correlational research design was employed, with a total sample of 200 respondents comprising teachers and school administrators selected through stratified random sampling. Data were collected using a structured and validated questionnaire. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while Chi-square and Pearson Product-Moment Correlation were applied to test the hypotheses at a 0.05 level of significance. Findings from the study revealed that the level of educational financing in the area was significant, as shown by a Chi-square value of 36.247 and p-value of 0.000. Additionally, a positive and statistically significant relationship was found between educational financing and students’ academic performance, with a correlation coefficient of 0.624 and p-value of 0.000. The study concluded that adequate and consistent educational financing improves students’ academic performance through better infrastructure, teaching materials, and support services. Based on these findings, it was recommended that government and stakeholders prioritize increased and sustained financial support to schools. Schools should also ensure that funds are channeled toward academic support services that directly impact student learning outcomes in the zone.