School Fee Management Strategies and Students' Academic Performance in Public Secondary Schools in Cross River State
Abstract
This study examined school fee management strategies and students’ academic performance in public secondary schools in Cross River State. Specifically, the study investigated the effect of flexible payment arrangements, transparency in school charges, and digitalized fee payment systems on students’ academic performance in public secondary schools. The study adopted the descriptive survey research design. The population of the study comprised 1,520 students selected from public secondary schools across the three senatorial districts of Cross River State, namely Cross River North, Cross River Central, and Cross River South. A sample size of 317 respondents was determined using the Taro Yamane sample size determination formula, while simple random sampling technique was employed in selecting the respondents. Data were collected through a structured questionnaire titled School Fee Management Strategies and Students’ Academic Performance Questionnaire (SFMSAPQ). The instrument was validated using Exploratory Factor Analysis (EFA), while reliability was established using Cronbach Alpha with coefficients above 0.70. Data collected were analyzed using descriptive statistics and ordered logit and probit regression models. The findings revealed that flexible payment arrangements, transparency in school charges, and digitalized fee payment systems have significant positive effects on students’ academic performance in public secondary schools in Cross River State. The study concluded that effective school fee management strategies reduce financial pressure on students and parents, improve students’ concentration on academic activities, and enhance overall academic performance. The study therefore recommended that school administrators and government authorities should strengthen transparent school fee policies, introduce more flexible payment arrangements, and improve digital fee payment systems to support students’ academic performance in public secondary schools.