School Infrastructure and Learning Outcomes in Public Primary Schools in Taraba State

This study assesses the relationship between school infrastructure quality and learning outcomes in public primary schools in Taraba State, North East Nigeria. Adequate physical infrastructure, including classrooms, furniture, toilets, water supply, and fencing, provides the foundational conditions for safe and effective learning. In Taraba State, where many school buildings are dilapidated or incomplete, questions about the learning environment's impact on student outcomes are particularly pressing. A descriptive survey design was employed, with infrastructure quality assessed using a checklist developed from the Universal Basic Education Commission standards in 25 public primary schools across Jalingo, Wukari, and Bali local government areas. Learning outcomes were measured using Primary Four and Primary Six pupils' scores in English Language and Mathematics from the most recent unified examinations. Data from 500 pupils and 80 teachers were collected. Pearson correlation and regression analysis were applied. Results reveal a significant positive relationship between infrastructure quality scores and pupil academic performance. Schools with functional classrooms, seating for all pupils, and access to clean water demonstrated measurably better learning outcomes. Schools operating under trees or in temporary structures showed the lowest performance levels. The study concludes that infrastructure deficits directly impair learning outcomes in Taraba State public primary schools. It recommends that the Taraba State Universal Basic Education Board prioritise infrastructure rehabilitation in its capital budget and work with the federal UBEC to accelerate matching grant utilisation for school construction projects.

Keywords: school infrastructure, learning outcomes, primary education, Taraba State, UBEC.