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

Authors

  • Foday Bassie Turay College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone
  • Alpha Sesay College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone
  • Kelvin A. K. Turay College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone
  • Omor D. Camara College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone
  • Saidu Conteh College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone
  • Mustapha Kallon College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

DOI:

https://doi.org/10.46827/ejes.v13i5.6667

Keywords:

Free Quality School Education (FQSE), academic achievement, learning outcomes, secondary education, education policy, Sierra Leone, educational equity

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.

Author Biographies

  • Foday Bassie Turay, College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

    Foday Bassie Turay is an accomplished educationist, statistician, and academic leader with extensive experience in teaching, research, educational administration, and national statistics. He is currently pursuing a PhD in STEM Education and Entrepreneurship specialist in Mathematics Lagos State University, reflecting his strong commitment to advancing innovative, technology-driven, and entrepreneurial approaches to education. He holds a Master’s degree in Statistics from Njala University a Postgraduate Diploma in Education (PGDE) FBC University of Sierra Leone, and a Bachelor of Science (Honours) in Environmental Science Njala University. His interdisciplinary academic background enables him to integrate statistical analysis, environmental sustainability, and pedagogical expertise into teaching, research, and institutional leadership. Professionally, Foday Bassie Turay serves as the Vice Principal of the College of Creative Arts, Science and Technology, where he provides academic and administrative leadership. He also works as a District Statistician with Statistics Sierra Leone, contributing to national data management, analysis, and evidence-based planning. In addition, he was a Principal of Kubra Agricultural Senior School, where he oversees academic development and institutional growth. He also lectures at the University of Management and Technology, mentoring students in statistics, research methods, and related disciplines. His areas of interest include STEM education reform, entrepreneurship development, educational leadership, applied statistics, environmental sustainability, and capacity building. Foday Bassie Turay is dedicated to improving educational quality, promoting research excellence, and strengthening u. data-driven decision-making in Sierra Leone and beyond.

  • Alpha Sesay, College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

    Kelvin A. K. Turay is a senior veteran safety and security professional with 26 years of progressive experience within the United Nations Department of Safety and Security (UNDSS), having managed complex safety operations across Sudan, Iraq, and South Sudan. His work focuses on operational safety and crisis management in complex geopolitical landscapes. A lifelong learner, Mr. Turay is currently pursuing a PhD in Sustainable Development, at the University of Makeni. His research focuses on the fire vulnerabilities of unplanned settlements in rapidly growing urban areas. Specifically, he examines national response measures to fire disasters in developing countries, using Freetown, Sierra Leone, as a primary case study. Combining decades of frontline crisis expertise with a scholarly focus on urban disaster mitigation and resilient policy frameworks. Adding to his academic portfolio which includes a Master of Business Administration and a master’s in human resource management. His dual expertise in occupational safety and administrative management allows him to implement sustainable safety frameworks in the world’s most demanding environments.

  • Kelvin A. K. Turay, College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

    Alpha Sesay is the current Principal and Chief Executive Officer (CEO) of the College of Creative Arts, Science and Technology (CCAST), Bamoi Luma, where he provides visionary leadership and promotes academic excellence, innovation, and skills development. He also serves as a dedicated lecturer at UMITECH University, contributing immensely to teaching, research, and student mentorship. Academically, Mr. Sesay is highly accomplished, holding a Master’s Degree in Education, a Postgraduate Diploma in Education, and a Bachelor’s Degree in Accounting and Finance. His rich academic background, combined with his leadership experience and passion for quality education, has positioned him as a respected educationist and administrator who continues to make significant contributions to the advancement of higher education and human capacity development in Sierra Leone.

  • Omor D. Camara, College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

    Omar D. Camara is an accomplished academic and technology professional currently serving as a Lecturer at The Gambia University of Applied Science, Engineering and Technology (USET). He holds a Master’s degree in STEM Education and Cyber Security, as well as a Bachelor’s degree in Computer Science, which together reflect his strong interdisciplinary expertise in both education and modern digital technologies. With several years of teaching experience across different schools and higher learning institutions, Mr. Camara has built a solid reputation as a dedicated educator committed to academic excellence, innovation, and student development. His career journey through the school system has equipped him with practical classroom experience, curriculum delivery skills, and the ability to mentor learners from diverse educational backgrounds. As a lecturer, his professional interests lie in computer science education, cyber security awareness, STEM pedagogy, digital innovation, and technology-driven problem solving. He is passionate about equipping students with relevant 21st-century skills, particularly in the areas of information technology, safe digital practices, and applied computing solutions. Mr. Camara is widely recognized for his commitment to fostering critical thinking, research, creativity, and practical competence among students. His combined expertise in STEM education and cyber security places him in a unique position to bridge the gap between theoretical knowledge and real-world technological applications.

  • Saidu Conteh, College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

    Saidu Conteh is a seasoned educationist and chemistry specialist with a strong background in science education and academic leadership. He holds a Master’s degree in STEM Education in Chemistry from Lagos State University and a Bachelor of Science (B.Sc.) in Chemistry from Njala University. With many years of teaching experience in chemistry across several schools, Mr. Conteh has distinguished himself as a committed and results-oriented educator dedicated to improving science education and student performance. His broad teaching exposure has enabled him to develop strong expertise in curriculum delivery, laboratory instruction, learner-centered pedagogy, and examination preparation, especially in secondary school chemistry. He is currently serving as the Head of Department at C.R.C. School, Kabala, where he provides academic leadership, mentors teachers, and oversees the effective coordination of departmental activities. In this role, he plays a vital part in strengthening instructional quality, promoting innovative STEM teaching strategies, and fostering a culture of academic excellence among both staff and students. Mr. Conteh is passionate about advancing STEM education, chemistry instruction, practical science learning, and research-based teaching methodologies. His professional mission is centered on inspiring students to develop critical thinking, scientific inquiry skills, and a deeper appreciation for chemistry as a foundation for innovation and national development. He is widely respected for his leadership qualities, dedication to teacher development, and unwavering commitment to nurturing future scientists and professionals through quality education.

  • Mustapha Kallon, College of Creative Arts’ Science, Technology and Innovation, Bamoi Luma, Kambia District, North-West Region, Sierra Leone

    Mustapha M. Kallon is a highly experienced educationist and economist who holds a Master’s Degree in Economics and a Bachelor’s Degree in Economics. He has taught for many years in different schools, where he has demonstrated exceptional dedication to teaching, student development, and academic excellence. Owing to his vast experience and leadership qualities, he currently serves as the Head of the Department at the College of Creative Arts, Science and Technology, Bamoi Luma, Kambia District. In this role, he continues to provide strong academic leadership, guide both staff and students, and contribute meaningfully to the growth and advancement of the institution. 

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Published

2026-04-16

Issue

Vol. 13 No. 5 (2026)

Section

Articles

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