Factors affecting WASSCE performance in the Gambia: A quantitative analysis of student eligibility

Abstract

This study investigates factors influencing student performance in the West African Senior School Certificate Examination (WASSCE) in The Gambia. Using a quantitative cross-sectional survey of 747 respondents across all six administrative regions, binary logistic regression analysis identified significant institutional, socioeconomic, and personal predictors of university eligibility. Results show that institutional factors exert the strongest influence. Science students have a 40.7 percentage point higher eligibility probability than Arts students (p < 0.01), while public school attendance reduces eligibility by 26.2 percentage points compared to PPP schools (p < 0.01). Geographic disparities are pronounced—students in Greater Banjul Area have 11 times higher odds of eligibility than those in Central River Region (p < 0.01). Access to study materials increases eligibility by 13.8 percentage points (p < 0.01). Personal factors, including studying 5–7 hours daily (+12.0 percentage points, p < 0.05) and high motivation (+8.6 percentage points, p < 0.05), were significant but comparatively modest in magnitude. The study concludes that improving WASSCE outcomes requires addressing structural inequities in school type, field-specific resource allocation, and regional infrastructure. These findings provide evidence-based guidance for promoting equitable academic achievement across the Gambia.