Open Access Article Economics

The Impact of School Infrastructure on Academic Performance in Cameroon: Empirical Evidence From Cameroon

Aloysius Njong Mom (1), Dickson Thomas Ndamsa (2), Paul Abety (3), Christian-Lambert Nguena (4)
(1) Faculty of Economics and Management Sciences, University of Bamenda, Cameroon,
(2) Department of Economics, Faculty of Economics and Management Sciences, University of Bamenda, Cameroon,
(3) Department of Economics, Faculty of Economics and Management Sciences, University of Bamenda, Cameroon,
(4) Faculty of Economics and Management, University of Dschang, Cameroon, Cameroon
https://doi.org/10.36923/iefrontiers.v28i1.285

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Issue
Vol. 28 No. 1 (2025): Continuous
Submitted
December 30, 2024
Published
March 15, 2025
Keywords:
    School Infrastructure, Academic Performance, Primary Education, Cameroon, Educational Resources, Policy Implications, Decentralization
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Abstract

This study examines the impact of school infrastructure on pupils' academic performance in Cameroon, addressing concerns over persistently low schooling rates and educational outcomes in primary schools. Using cross-sectional secondary data from the PASEC survey conducted across ten Francophone African countries, covering 31,213 pupils from 671 schools in Cameroon. The data were analyzed using descriptive statistics and robust Ordinary Least Squares (OLS) regression. The findings reveal that school infrastructure has a significant positive effect on pupils’ academic performance, suggesting that improvements in classroom conditions, access to educational resources, and overall school facilities correlate with better academic outcomes. Additionally, several control variables, including electricity at home, parental involvement in education, access to study guides, and the availability of basic learning materials, also show a positive relationship with academic performance. However, certain factors, such as school canteens, catch-up lessons, and WiFi access at home, exhibit unexpected negative effects on pupils' performance, indicating potential distractions or inefficiencies in their implementation. The study concludes that investment in school infrastructure is crucial for enhancing educational quality in Cameroon. It emphasizes the need for targeted interventions focusing on classroom construction, the provision of teaching materials, and inclusive infrastructure to support diverse student needs. From a policy perspective, the Cameroonian government should address urbanrural disparities through decentralization, ensuring that local authorities play an active role in school infrastructure development. The findings suggest that while digitalization is not yet a priority, fundamental infrastructure improvements, such as classrooms, desks, potable water, and libraries, should be prioritized to create a more conducive learning environment

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Authors

Aloysius Njong Mom
Faculty of Economics and Management Sciences, University of Bamenda
https://orcid.org/0000-0002-3746-4314
Dickson Thomas Ndamsa
Department of Economics, Faculty of Economics and Management Sciences, University of Bamenda
https://orcid.org/0000-0003-2317-4292
Paul Abety
Department of Economics, Faculty of Economics and Management Sciences, University of Bamenda
https://orcid.org/0000-0001-6821-6156
Christian-Lambert Nguena
Faculty of Economics and Management, University of Dschang, Cameroon
https://orcid.org/0000-0001-8889-9601
clanguena@yahoo.fr (Primary Contact)
Author Biographies

Aloysius Njong Mom, Faculty of Economics and Management Sciences, University of Bamenda

Abety Paul is a PhD student in Economics of Education at the University of Bamenda (UBa), Cameroon. He holds a Bachelor’s degree in economics from the University of Dschang, Cameroon, and a Master’s degree in Labour economics from UBa. He is a trained teacher of Economic Science and Techniques (EST) with a technical secondary school teacher diploma (DIPET 2). He is presently a pedagogic inspector in Cameroon’s Ministry of Secondary Education He is also engaged in a number of micro-projects, especially in livestock and fishery.

Dickson Thomas Ndamsa , Department of Economics, Faculty of Economics and Management Sciences, University of Bamenda

Ndamsa Dickson Thomas is a Cameroon from the Northwest region of the country. Ndamsa received his university education at the University of Yaoundé II, where he earned a BSc in Economics, a Maîtrise in Economics with emphasis on Quantitative Methods, a DEA in Mathematical Economics and Econometrics, and a PhD in Economics, funded by CODESRIA. Ndamsa is an Associate Professor of Economics at the University of Bamenda and currently heads the Department of Economics in the Faculty of Economics and Management Sciences. He is also the President and Founder of LoRDA Research Center. Ndamsa has taken part in and presented papers in Development Economics at a number of international events (2010 Africa Economic Research Consortium (AERC) Research Workshop in Mombassa, Kenya; 2011 AERC Research Workshop in Nairobi, Kenya; PEGNet 2012 in Dakar, Senegal; PEGNet 2013 in Copenhagen, Denmark; IZA Mentoring Workshop 2025 etc). He is a Consultant/Expert at CPAC on issues of Regional Sustainable Development Programmes. He is a Mentor at the Institute of Labour of Economics, Bonn, Germany. He has a passion for development and continuously strives to know more about it and understand new ways of promoting needed development.

Christian-Lambert Nguena, Faculty of Economics and Management, University of Dschang, Cameroon

Christian-Lambert Nguena is an Associate Professor of Economics and Director of research. With 18 years of teaching, research, and community service experience across universities in Cameroon and overseas, he currently serves as a full-time academic staff member at the University of Dschang and as a guest professor at many other universities. He is also a member of the permanent secretariat of the Doctoral school of the University of Dschang. Christian-Lambert Nguena has published many articles in reputable journals (indexed by Scopus and Web of Science) and recently authored the book "Finance and Wealth Creation in Africa: Myth or Reality?”.

Njong Mom, A., Ndamsa , D. T., Abety , P., & Nguena, C.-L. (2025). The Impact of School Infrastructure on Academic Performance in Cameroon: Empirical Evidence From Cameroon. Innovation Economics Frontiers, 28(1), 31–45. https://doi.org/10.36923/iefrontiers.v28i1.285
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