Impact of Economic Volatility on Students’ Academic Achievement in Secondary Schools in Plateau State: The Moderating Role of School Infrastructure and Resources

This study examined the impact of economic volatility on Students’ Academic Achievement in secondary schools in Plateau State, with particular emphasis on the moderating role of School Infrastructure and Resources. Economic volatility was measured using Inflation Rate, Unemployment Rate, Exchange Rate and Government Spending, while Teacher Qualifications and Teacher Experience were included as control variables. A quantitative survey research design was adopted, and data were collected from 357 secondary-school teachers across the three senatorial zones of Plateau State using a structured questionnaire. The data were analysed using descriptive statistics and Partial Least Squares Structural Equation Modelling. The findings showed that Inflation Rate, Unemployment Rate, Exchange Rate and Government Spending had no significant direct effects on Students’ Academic Achievement. However, School Infrastructure and Resources and Teacher Experience had positive and statistically significant effects on Students’ Academic Achievement. The moderating analysis revealed that School Infrastructure and Resources significantly strengthened the relationship between Government Spending and Students’ Academic Achievement, while its interactions with Inflation Rate, Unemployment Rate and Exchange Rate were insignificant. The study concludes that school-level resources and teacher experience are more important direct determinants of academic achievement than broad economic volatility indicators. It recommends increased investment in school infrastructure, effective targeting of government education expenditure and retention of experienced teachers.