Sankoh, Abass2026-09-052026-09-052026https://repository.iou.edu.gm/handle/123456789/1028This study examined the impact of educational facilities on the academic performance of secondary school Muslim students in The Gambia. A quantitative, non-experimental correlational research design was adopted to determine the relationship between educational facilities and academic performance. The population of the study comprised Muslim students enrolled in twelve senior secondary schools in Kanifing, The Gambia. Using a multi-stage sampling technique, a total sample of 400 students was selected. Data were collected using a structured questionnaire with established reliability (Cronbach’s Alpha ≥ 0.70) and content validity, and were analyzed using descriptive statistics, Pearson’s correlation, and simple linear regression. The findings revealed that basic facilities such as classrooms and sanitation were perceived as moderately adequate, while specialized academic facilities, particularly science laboratories and ICT laboratories, were rated as very poor. Library facilities were also perceived as inadequate. A significant positive relationship was found between overall educational facility quality and students’ academic performance. Among the facility domains, science laboratories and library resources showed the strongest associations with academic achievement. Educational facilities were further found to significantly predict students’ academic performance, accounting for approximately 50.4% of the variation in students’ outcomes. It was recommended that investment in science laboratories, ICT facilities, and library resources be prioritized, alongside improved maintenance of existing educational facilities.enEducational FacilitiesAcademic PerformanceMuslim StudentStudents’ PerceptionsKanifingThesis