School- and Student-Level Factors Infl uencing Student Achievement in Primary Schools in Rural Malawi

The purpose of this study was to analyze school- and student-level factors infl uencing student achievement in primary schools in rural Malawi. Data were collected from 30 headteachers, 74 Grade 5 teachers, 169 members of the School Management Committee and Parent-Teacher Association, and 1,476 Grade 5 students across 30 primary schools in Nkhata Bay District. English and mathematics tests, along with structured questionnaires, were used as research instruments. A two-level linear regression analysis was conducted to examine factors at both the student and school levels. The fi ndings revealed that 31.5% of the total variance in student achievement was attributable to diff erences between schools. At the student level, signifi cant factors included age at fi rst entry to school, absenteeism, grade repetitions, feelings about school, and educational aspirations. At the school level, teacher absenteeism, class size, and lack of community cooperation were identifi ed as key determinants of student achievement. These fi ndings provide valuable insights for informing educational policies and strategies that aim to improve student outcomes in rural Malawian contexts.