School Funding and Academic Achievement in Public Primary Schools in Kaduna State

This study investigates the effect of school funding on academic achievement in public primary schools in Kaduna State, North West Nigeria. Despite the federal government's budgetary allocations to basic education, disparities in resource distribution continue to affect learning outcomes at the primary school level. Many schools in Kaduna State lack adequate instructional materials, qualified personnel, and functional infrastructure, which researchers have linked to persistently low academic performance. The study employs a descriptive survey design with a sample of 280 primary school teachers and headteachers drawn from four local government areas in Kaduna State using purposive and random sampling techniques. Questionnaires and structured interview schedules are used to gather data, which are analysed through frequency tables, percentages, and regression analysis. Findings reveal that schools receiving higher per-pupil funding demonstrate better pupil performance on standardised assessments, and that irregular release of government grants significantly disrupts instructional planning. The study recommends the adoption of needs-based funding formulas and the establishment of transparent accountability mechanisms for school grants. These findings have implications for educational planners and policymakers within the Universal Basic Education Commission framework. Keywords: school funding, academic achievement, primary education, resource allocation, Kaduna State.