Educational Funding Variables an Indicator of Undergraduate Student's Academic Achievements School of Education Saint Augustine University of Tanzania

Abstract

This study assesses educational funding variables as predictors of undergraduate students' academic achievements at Saint Augustine University of Tanzania. The study used a survey research design and included a qualitative and quantitative methodology. A total of 10,500 education students from Saint Augustine University in Tanzania made up the study's population. Five hundred education students, or five percent of the overall population, were chosen using a straightforward random sampling procedure. Information was obtained from the respondents using in-depth interviews and a systematic Educational Funding Variables Questionnaire (EFVQ) questionnaire. Using SPSS version 27, an analysis was performed using the Pearson Product Moment Correlation statistical tool. At Tanzania's Saint Augustine University, undergraduate students' academic performance is predicted by factors related to educational funding. The study's conclusions showed a strong correlation between students' academic success in the study area and their loans, grants, and scholarships. It was suggested, among other things, that the government reevaluate its higher education financing mechanisms to provide strong funding for all deserving applicants, irrespective of their degree programs and socioeconomic status; responsible loan programs should be required to enhance graduation outcomes and the socioeconomic development of Tanzanian students.