IMPACT OF THE FREE QUALITY SCHOOL EDUCATION INTERVENTION ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN THE WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION (WASSCE) IN SIERRA LEONE

Abstract

This study examined the impact of the Free Quality School Education (FQSE) intervention on secondary school students’ academic performance in the West African Senior School Certificate Examination (WASSCE) in Sierra Leone. The research was motivated by the need to determine whether the expansion of access to secondary education since the introduction of FQSE in 2018 has translated into improved learning outcomes. The study adopted an ex-post facto research design, using secondary data on WASSCE performance from 2016 to 2024 obtained from official examination records. The pre-implementation period (2016–2017) was compared with the implementation period (2018–2024) to assess trends and differences in academic performance. Descriptive statistics and Welch’s independent samples t-test were employed to analyse the data at a 0.05 level of significance. Findings indicate that the FQSE intervention significantly expanded access to secondary education, increased enrolment, and reduced financial barriers such as school fees and examination fees. Respondents generally acknowledged improvements in infrastructure, classroom environment, and availability of some teaching and learning materials. However, challenges such as overcrowded classrooms, inconsistent provision of textbooks and notebooks, continued payment for uniforms and extra lessons, and uneven implementation of the school feeding programme were reported. Analysis of WASSCE performance revealed mixed outcomes, with initial declines in pass rates following policy implementation and gradual recovery in later years. Overall, while FQSE enhanced access and equity in secondary education, its effect on academic performance was modest and inconsistent, suggesting that increased access alone does not automatically translate into improved learning outcomes. The study concludes that although the FQSE policy has made notable progress in expanding educational opportunities and supporting disadvantaged students, sustained improvements in WASSCE performance require strengthened teacher capacity, adequate instructional resources, improved learning environments, and better monitoring of policy implementation. The study recommends continued investment in quality-enhancing inputs and systematic evaluation to ensure that the benefits of free education are translated into meaningful academic achievement at the senior secondary level in Sierra Leone.