Impact of Teacher-Student Ratio on Learning Quality in Public Primary Schools in Yobe State

This study empirically examines the impact of teacher-student ratio on learning quality in public primary schools in Yobe State, North East Nigeria. Overcrowded classrooms are a well-documented challenge in North East Nigerian primary education, yet the specific learning quality implications of high ratios within the Yobe State context remain under-examined. The study employs a mixed-methods design, combining analysis of school census data and enrolment records from 200 primary schools across Damaturu, Potiskum, and Geidam local government areas with classroom observation and teacher interviews in 20 purposively selected schools. Learning quality was operationalised using a classroom observation instrument measuring instructional time, teacher-pupil interaction frequency, feedback provision, and learning material distribution. Regression analysis and thematic analysis were applied. The study draws on the Educational Production Function Model and Class Size Research stemming from the STAR study. Findings are expected to show a significant inverse relationship between teacher-student ratio and multiple dimensions of learning quality, with the most acute effects at the lower primary level. Qualitative findings contextualise teacher coping strategies and resource management under constrained conditions. Recommendations address the Yobe State Government and UBEC on teacher deployment equity, construction of additional classrooms, and a phased class size reduction plan targeting the most overcrowded schools. Keywords: teacher-student ratio, learning quality, primary schools, Yobe State, class size