Abstract

This mixed-methods study examines academic performance and tertiary readiness among Year 12 and 13 students in Samoa’s Foundation Accounting and Economics programme. Analysing data from 60 students, including exam results, surveys, and lecturer insights, the research identifies a significant performance gap: Year 13 students outperformed Year 12 students in national exams, a disparity largely attributed to a compressed syllabus under Samoa’s transition to a four-year secondary system, which has left Year 12 students with weaker foundational and writing skills. Beyond this structural divide, both groups face substantial socio-environmental barriers, most notably overwhelming family responsibilities and ‘time poverty,’ alongside practical issues such as electricity outages and limited study resources. Student feedback further highlights demand for improved teaching quality, resource access, and academic support. The study concludes that student outcomes are shaped by an interconnected system of structural, pedagogical, and socio-environmental gaps, necessitating a holistic intervention strategy that integrates curriculum reform, institutional accountability, and community engagement to enhance exam performance and tertiary readiness in Samoa’s evolving educational landscape.