Effect of School Infrastructure on Vocational Skills Learning Outcomes in Zamfara State

This study examined the effect of school infrastructure on vocational skills learning outcomes in technical and secondary schools in Zamfara State, North West Nigeria. Infrastructure, encompassing workshops, laboratories, utilities, and ancillary facilities, is widely regarded as foundational to effective vocational education, yet Zamfara State lags behind national benchmarks in educational infrastructure investment. A quasi-experimental design was employed, comparing skills outcomes in 160 students across eight schools categorized as high-infrastructure and low-infrastructure based on a standardized assessment matrix. Pre-test and post-test measurements using practical skills rubrics in metalwork and electrical installation were analyzed. Results showed a mean difference of 22.6 points in post-test scores between students in high-infrastructure and low-infrastructure schools, confirming that infrastructure significantly mediates learning outcomes. Qualitative data from teacher interviews further linked poor infrastructure to low teacher morale, reduced practical time, and student frustration. The study recommends that the Zamfara State Government prioritize an emergency vocational infrastructure rehabilitation programme in at least 30 schools, with funding supported by Universal Basic Education Commission grants and donor partnerships. A school infrastructure audit should be conducted annually and results published publicly. Keywords: school infrastructure, vocational skills, Zamfara State, learning outcomes, technical education.