The Effect of participatory budget formulation on learners’ academic performance in government-aided primary schools in Kitagwenda District. A cross-section.

Abstract

Background

Learners’ academic performance in government-aided primary schools remains a global concern, with persistent learning deficits, unequal resource allocation, and varying pass rates observed across countries. This study assesses the effect of participatory budget formulation on learners’ academic performance in government-aided primary schools in Kitagwenda District.

Methodology.

A descriptive cross-sectional survey design with a mixed methods approach was employed. Respondents were sampled using purposive and systematic random sampling techniques. Data were collected using questionnaires, interview guides, and documentary review checklists. Quantitative data were analyzed using SPSS version 20.0, while qualitative data were analyzed through thematic analysis.

Results.

Majority 210 (64.0%) of the participants were male, 95 (28.9%) had between 1 and 3 years of service, Participatory budget formulation had a moderate to strong positive correlation with all three academic performance indicators: end of term examination scores (r = 0.563, p < 0.01), grade progression rate (r = 0.551, p < 0.01), and PLE examination grades (r = 0.604, p < 0.01). Regression analysis showed that Participatory Budget Formulation has a positive coefficient of 0.312, meaning that a one-unit increase in formulation is associated with a 0.312-unit increase in academic performance, with a moderate effect size (beta = 0.321) and high significance.

Conclusion.

Participatory budget formulation plays a crucial role in enhancing learners’ academic performance in government-aided primary schools.

Recommendation.

School administration should institutionalize participatory budgeting practices by ensuring the consistent involvement of all stakeholders, including teachers, parents, finance committees, and student leaders, throughout the stages of budget formulation.