Assessing the Effects of Government Budgetary Allocation on Academic Achievement in Public Secondary Schools: A Case Study of Ibadan Metropolis, Oyo State, Nigeria

Abstract

This study examined how government budgetary allocation affects the academic performance
of students in public secondary schools in Ibadan North, Ibadan South-West, and Ido Local
Government Areas of Oyo State, Nigeria. Using a descriptive survey design, data were
collected from 120 respondents, 80 teachers and 40 administrators selected from ten public
secondary schools. A structured 20-item questionnaire measured budget allocation,
infrastructure adequacy, teacher morale, and academic achievement. Findings showed that
government funding averaged 55–58%, which falls below the UNESCO 26% benchmark. The
study was anchored on Human Capital Theory and Resource Allocation Theory, and instrument
reliability was confirmed with a Cronbach’s Alpha of 0.87. Correlation results revealed
significant positive relationships between budget allocation and academic performance (r =
0.727, p < 0.05), infrastructure (r = 0.856, p < 0.01), and teacher motivation (r = 0.693, p <
0.05). Regression analysis indicated that budget allocation accounted for 52.8% (R² = 0.528)
of the variance in student performance. Respondents identified inadequate funding (81.7%),
infrastructure decay (68.3%), and low morale (60.8%) as major challenges. Comparative
analysis showed that Ibadan South-West recorded the highest mean performance (62.1%) and
funding level (57.8%), while Ido recorded the lowest. The study concludes that increased and
well-managed funding can substantially improve academic outcomes. It recommends a
minimum 10% annual increase in education budgets, stronger accountability mechanisms, and
targeted investment in facilities and teacher welfare.