Analysis of Daylighting Performance in Primary School Classrooms in Ibadan, Oyo State

Adequate daylighting in school classrooms directly influences students' visual comfort, academic concentration, and overall learning outcomes. In the context of frequent power outages across Oyo State, natural light becomes not merely a design preference but a functional necessity for primary school operations. This study analyses the daylighting performance of classrooms in ten public primary schools in Ibadan, comparing the daylight factor, glare incidence, and uniformity ratio with recommended educational facility standards. Field measurements were conducted using calibrated lux meters at fifteen grid points within each classroom during overcast sky conditions in two sessions per classroom. Window-to-floor-area ratios, glazing materials, wall reflectance values, and shading device configurations were recorded for each space. Results show that the mean daylight factor across assessed classrooms was 1.8 percent, well below the recommended three percent minimum for educational spaces. North and south-facing classrooms outperformed east and west-facing counterparts on uniformity ratio. Classrooms with corridor-facing windows showed an increased risk of glare from direct low-angle sunlight during morning sessions. Over sixty percent of classrooms relied on electric lighting during daytime to compensate for inadequate natural light. The study identifies poor window design, excessive external shading from adjacent buildings, and inappropriate glazing specification as the primary barriers to daylighting adequacy. Recommendations are made for window enlargement, light shelf installation, and the use of high-reflectance internal finishes to improve daylighting conditions in future school refurbishments in Ibadan. Keywords: daylighting, primary school classrooms, daylight factor, Ibadan, educational architecture.