Open Access Article Economics

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

Authors

Njong Mom Aloysius(1), Ndamsa Dickson Thomas(2), Abety Paul(3), Nguena Christian-Lambert(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

https://doi.org/10.36923/iefrontiers.v28i1.285

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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 urban-rural 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.

Article information

Keywords
School InfrastructureAcademic PerformancePrimary EducationCameroonEducational ResourcesPolicy ImplicationsDecentralization
Section
Articles
Issue
Vol. 28 No. 1 (2025)
Submitted
December 30, 2024
Accepted
April 3, 2025
Published
March 15, 2025
Corresponding author
Njong Mom Aloysius
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Data Availability Statement

Data is available at request.  Please contact the corresponding author for any additional information on data access or usage.

How to Cite

Aloysius, N. M. ., Thomas, N. D. ., Paul, A. ., & Christian-Lambert, N. . (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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