This paper presents the qualitative component of a mixed-methods study analyzing the IFOMSSA Senior Scholarship, a scholarship scheme launched in 2017 in Southeastern Nigeria. The scheme aims to maximize the impact of limited resources by incentivizing improved learning outcomes in educationally disadvantaged communities. The study's focus is on understanding how the scheme's three core principles—a hybrid (needs and merit-based) selection process, mass motivation strategies, and community involvement—contribute to improved test scores and exam enrollments. The research draws on literature spanning three decades (1995 onwards) to contextualize the challenges of education in developing countries like Nigeria and to provide a robust theoretical framework grounded in the Theory of Change Typology (TCT). This framework highlights the need for a combination of supply-side interventions, incentives to influence student and teacher behavior, and community participation to achieve sustainable improvements in education outcomes. Existing research has not consistently demonstrated a positive relationship between financial incentives and improved test scores, nor has it fully explored the potential of mass motivation and community integration in scholarship schemes. This study addresses these gaps in the literature, specifically focusing on the Nigerian context, aiming to provide insights into designing more effective scholarship initiatives.

The literature review examines three decades of research on education in developing countries, particularly focusing on the impact of scholarship schemes and financial incentives on learning outcomes. It highlights the inconsistencies in the relationship between financial incentives and increased test scores, emphasizing the need for a more nuanced approach. The review emphasizes the importance of considering the socio-economic context of beneficiaries, suggesting that a hybrid selection process that combines needs-based and merit-based criteria is crucial for efficient resource allocation. The concept of 'en-masse motivation', where the incentive program motivates a wider group of students beyond the direct beneficiaries, is introduced, drawing parallels from studies in Bogota, Colombia. The review discusses the significant role of community involvement, drawing from the Theory of Change Typology (TCT) which emphasizes the synergistic effects of supply-side interventions, behavioral incentives, and community participation in improving educational outcomes. This study aims to fill the research gaps by examining a scholarship scheme that integrates these three principles.

This study employs a sequential explanatory mixed-methods design, following a prior quantitative analysis of the IFOMSSA Senior Scholarship. The qualitative component uses a case study approach with in-depth interviews to explore the experiences and perceptions of participants. A typical-case sampling technique was used to select 15 participants, comprising seven different groups: scholarship recipients, non-recipient participants, non-participant non-recipients, parents/guardians of recipients, teachers/principals, government staff, and community leaders. Two trained interviewers conducted semi-structured interviews virtually using Zoom, with an average duration of approximately 38 minutes. The interviews were transcribed and validated by the participants. The data analysis adopted a framework approach, guided by the three core principles of the IFOMSSA Scheme: hybrid selection, mass motivation, and community participation. The framework approach ensured a transparent audit trail and enhanced rigour. To maintain anonymity, participants were identified by codes and initials. Several measures were employed to ensure data credibility and trustworthiness, including piloting the interview questions, using a professional transcription service, researcher rechecking, and respondent validation. The lead researcher, who is also the founder of the foundation that established the IFOMSSA scheme, was not involved in the interviews to mitigate potential conflict of interest. Reflexivity was maintained through a reflective journal documenting the researcher’s emotional responses and potential biases.

The qualitative findings largely support the quantitative results, indicating the effectiveness of the IFOMSSA scheme in improving test scores and exam enrollments. Regarding the hybrid selection process, interviewees from all socioeconomic backgrounds confirmed that the scheme targeted students from low socioeconomic backgrounds, with most participants agreeing on the fairness and transparency of the merit-based selection component. However, one student raised concerns about potential bias favoring students from the scheme founder's hometown. Further analysis of the data revealed that this claim is unsubstantiated. On mass motivation, a majority of interviewees, including both recipients and non-recipients, confirmed that the scheme positively influenced their exam preparation and performance. Even those who did not receive the scholarship reported increased effort and improved results. The findings on community involvement highlighted the positive influence of families, friends, teachers, government staff, community leaders, and media. Families of recipients provided additional support, while media publicity enhanced the scheme's credibility and inspired participation. Increased exam enrollments since the inception of the IFOMSSA scheme were also reported, reinforcing the positive impact of the program.

The study's findings confirm that the IFOMSSA scheme's three core principles—hybrid selection, mass motivation, and community involvement—contribute to improved test scores and exam enrollments. The successful implementation of the hybrid selection process, ensuring both need and merit are considered, demonstrates effective resource allocation in a disadvantaged community. The 'mass motivation' effect, where even non-recipients were spurred to improved performance, challenges existing theories suggesting that financial incentives primarily impact high-achieving students. This finding supports the 'falsification logic' approach, which aims to disprove rather than confirm existing theories. The significant community participation, as highlighted through the positive contributions of families, friends, teachers, media, government staff, and community leaders, further underscores the importance of holistic, community-based approaches to education. The findings aligns with the Theory of Change Typology (TCT) and other similar studies emphasizing the synergistic effects of various interventions in improving learning outcomes.

This study concludes that the IFOMSSA scholarship scheme, with its integrated principles of hybrid selection, mass motivation, and community involvement, is effective in improving test scores and exam enrollments in educationally disadvantaged communities. This success suggests that similar approaches could be adopted to enhance the effectiveness of scholarship programs worldwide. Future research should investigate the long-term impacts of the IFOMSSA scheme and explore the replicability of its model in diverse contexts. Further investigation into the nuances of family support and the optimal strategies for harnessing community engagement would also be valuable.

This study's generalizability might be limited due to its case study design. However, the use of purposive sampling, a prior quantitative study, and the 'wise selection' of a case exhibiting all the key principles helped mitigate this limitation. The lead researcher's affiliation with the IFOMSSA scheme represents a potential bias, although steps like recusal from interviews and the utilization of reflexivity and falsification logic minimized its impact. Future research should explore the generalizability of these findings through broader quantitative studies and replications in other contexts.