The Impact of Limited Resources on Learners’ Academic Performance in Functional Literacy Centers in Mezam Division

Abstract

This study investigated the Impact of Limited Resources on Learners’ Academic Performance in Functional Literacy Centers in Mezam Division. The research objectives included examining the impact of insufficient funding and limited instructional materials on learners' academic performance. The study employed a correlational survey design to achieve its main objective of understanding the impact of limited resources on learners' academic performance. Data were collected from learners across three selected centers using a self-administered questionnaire and interview guide for the Chiefs of Centers. The questionnaire assessed learner perceptions of` resource availability (funding and instructional materials) and its impact on their academic performance while the interview guide assessed the perceptions of Chiefs of Centers on the difficulties faced due to limited resources and its impact on learners' academic performance. The findings revealed a significant association between limited resources and lower perceived academic performance among learners. Specifically, learners reported that insufficient funding, inadequate and instructional materials strongly and negatively affect their learning experience and academic performance. These results highlight the critical need for increased resource allocation to Functional Literacy Centers in Mezam Division to improve learner outcomes and promote educational equity and quality access for all as enshrined in international framework. The study's implications extend to informing educational policies and practices aimed at supporting learners in resource-constrained environments and promoting the sustainable development of functional literacy programs in Cameroon.