From Below Threshold to Scholar of the Week: A Mixed-Methods Evaluation of a Community-Based UTME Intervention in Nigeria

What can a single educator, a rented room, and a community-sourced scholarship fund achieve for students the formal system has left behind? This paper evaluates the Math with Lukgaf Clinic, a community-initiated UTME preparation programme in Oyo, South-West Nigeria, designed by a community educator, delivered by dedicated tutors, and sustained without institutional or government support. The clinic combined weekly mock examinations against a 70% performance threshold, scholar-of-the-week recognition, and a structured probation mechanism offering formal notices with parental engagement and a supported recovery pathway. Drawing on six weeks of mock scores from 28 scholarship students, this mixed-methods quasi-experimental study found statistically significant improvement with 85% of students improving and threshold attainment rising from 9% to 36%. Students who received probation notices improved at over three and a half times the rate of peers. Testimonies documented improved reading habits, recovered confidence, and stronger belonging. The study offers a replicable, low-cost model for community-based UTME preparation in Sub-Saharan Africa.