Abstract

This study investigated strategic resource allocation, quality assurance practices and students’ academic performance in public secondary schools in Abia State, Nigeria. The study adopted a descriptive survey design with a correlational approach. The population comprised principals and teachers in public secondary schools in Abia State, while a sample of 690 respondents, consisting of 46 principals and 644 teachers, was used for the study. Data were collected using a structured questionnaire titled Strategic Resource Allocation and Quality Assurance Practices Questionnaire (SRAQAPQ). The instrument was structured on a four-point Likert scale and subjected to face and content validation by experts. Data collected were analyzed using mean, standard deviation and Pearson Product Moment Correlation Coefficient. A criterion mean of 2.50 was used for answering the research questions, while the hypotheses were tested at 0.05 level of significance. The findings indicated that strategic resource allocation had a significant positive relationship with students’ academic performance (r = .620, p < .001). Quality assurance practices also had a significant positive relationship with students’ academic performance (r = .580, p < .001). A significant positive relationship was equally found between strategic resource allocation and quality assurance practices (r = .550, p < .001). Furthermore, the combined relationship between strategic resource allocation and quality assurance practices and students’ academic performance was significant (r = .680, p < .001). The study concluded that effective allocation of school resources and consistent quality assurance practices are important factors associated with improved students’ academic performance. It was recommended, among others, that education authorities should ensure adequate and equitable provision of financial, human and material resources and strengthen quality assurance mechanisms in public secondary schools.