Globally, understanding the interplay between educational inputs and academic outcomes in secondary education is crucial for improving educational quality. Despite numerous studies, limited research focuses on their specific impact on student performance in Malawi. This study investigated the impact of educational inputs on student performance in the MSCE across ten schools in Mangochi District, including CDSSs, DCBSSs, NSS, and PSSs. The schools were selected using purposive and random sampling methods. A total of 252 participants, including head teachers, deputy head teachers, teachers, 2023 MSCE graduates, and education officers, were involved in the research. Descriptive statistics summarized the data, while multiple regression, linear regression, and crosstabulation analysed the relationship between educational inputs and student performance. Key findings revealed disparities in the availability of educational resources. NSS, DCBSSs, and DCSSs generally had adequate resources, while results from CDSSs and PSSs varied. Some CDSSs had sufficient resources, while others faced gaps in infrastructure and laboratory facilities. Similarly, PSSs showed mixed outcomes, with well-resourced schools performing better, while others struggled with limited funding and materials. Financial resources, laboratory facilities, and classroom quality significantly affected student performance (p < 0.05). Schools with better resources tended to have higher academic outcomes. A strong positive correlation was found between educational inputs and performance (p < 0.001), with resources and funding playing a significant role in enhancing outcomes (p < 0.001). Furthermore, teacher characteristics, TLM, and infrastructure were key factors affecting performance, emphasizing the need for support in under-resourced areas. To improve educational performance, the study recommends increasing financial support, enhancing resource allocation, and investing in infrastructure. It also suggests regular professional development for teachers, stronger community involvement, and targeted support for disadvantaged schools. Ongoing evaluation, policy reforms, and further research are essential for enhancing outcomes and equity in Malawi.

Globally, the need to understand the interplay between educational inputs and academic outcomes in secondary education is important for enhancing quality education. This study explores the impact of various educational inputs on student performance in the MSCE across secondary schools in Mangochi District. Ten schools were sampled, including CDSSs, CSS, District Boarding, National, and Private Secondary Schools, using purposive and simple random sampling methods. The research, combining both quantitative and qualitative approaches, analysed data from 252 participants, including head teachers, deputy head teachers, teachers, 2023 MSCE graduates, and education officers at the district and division levels. Descriptive statistics were used to summarize data, while multiple regression analysis, linear regression analysis, and cross-tabulation were employed to examine the relationship between educational inputs and student performance. Key findings showed disparities in educational resource availability. National, District Conventional, and Day Secondary Schools had generally adequate resources, whereas CDSSs and Private Secondary Schools had mixed results. Financial resources, laboratory facilities, and classroom quality significantly affected student performance (p < 0.05), with better-resourced schools achieving higher academic outcomes. Further results revealed a strong positive correlation between educational inputs and student performance (p < .001), with resources and funding significantly enhancing outcomes (p < 0.001). The study also identifies school location, type, and infrastructure as critical factors affecting academic performance, highlighting the need for targeted support in under-resourced areas. Thus, increasing financial support for schools, enhancing resource allocation to ensure equity, and investing in school infrastructure may lead to the creation a better learning environment and in turn improving education performance. The study also suggests implementing regular professional development courses for teachers, strengthening community and parental involvement, and developing targeted support programs for disadvantaged schools. Additionally, establishing ongoing evaluation mechanisms, promoting policy reforms to address educational inequalities, and encouraging further research and collaboration among stakeholders are recommended. Focusing on these areas can enhance educational outcomes and equity for students in Malawi.