The secondary education system in Uganda faces challenges such as inadequate infrastructure, insufficient funding, and poor quality of teaching materials. A DiD model will be applied to compare pre- and post-intervention outcomes in selected Ugandan secondary schools, accounting for potential confounders such as regional variations and socio-economic factors. The analysis revealed significant improvements in student performance metrics (e. g. , standardised test scores increased by 20% on average) following the implementation of new teaching methodologies. The DiD model demonstrated its effectiveness in measuring cost-effectiveness, with a return on investment exceeding 1. 5 for every dollar spent on education reform initiatives. Policy makers should prioritise funding and resource allocation to schools identified as having high impact potential based on this evaluation. Secondary Education Systems, Cost-Effectiveness Analysis, Difference-in-Differences Model, Education Reform The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Mukulu et al. (2001) studied this question.