Title: Teacher-Student Ratio And Academic Performance In Secondary Schools: A Comparative Study In Yenagoa, Bayelsa State, Nigeria
Authors: Egba J. Yenesom, Engr. Abraham A. Kokoro
Volume: 9
Issue: 12
Pages: 232-237
Publication Date: 2025/12/28
Abstract:
Teacher-student ratio represents a critical educational quality indicator in Nigerian secondary schools, where overcrowded classrooms potentially compromise learning outcomes. This study examined the relationship between teacher-student ratio and academic performance in three secondary schools in Yenagoa, Bayelsa State, representing public ownership structure: St. Jude Girls School Amarata (public), Bishop Dimieari Grammar School Ovom (public), and Community Secondary School Biogbolo/Yenezuegene (public). A mixed-methods comparative design involved 438 students and 45 teachers, with quantitative data including academic performance scores and institutional ratios analyzed using Pearson correlation, ANOVA, and multiple regression, while qualitative data from teacher interviews and classroom observations were thematically analyzed. Teacher-student ratios varied significantly: 1:25 (St. Jude), 1:26 (Bishop Dimieari), and 1:52 (Community Secondary). A strong negative correlation (r = -0.68, p < 0.001) emerged between teacher-student ratio and academic performance, with mean scores differing significantly: St. Jude (72.8%), Bishop Dimieari (64.3%), and Community Secondary (52.1%), F(2, 435) = 98.73, p < .001. Multiple regression revealed teacher-student ratio (? = -.412, p < .001) as the strongest predictor of performance when controlling for school resources and teacher qualifications, collectively explaining 56.7% of variance. Qualitative findings illuminated mechanisms including reduced individualized attention, limited feedback provision, pedagogical constraints, and teacher burnout in large classes. Teacher-student ratio significantly influences academic performance in Nigerian secondary schools, with optimal ratios appearing to be 1:30 or lower. Policy interventions should prioritize reducing class sizes in overcrowded public schools to enhance educational equity and quality.