Abstract
Pupil-teacher ratio (PTR) is one of the key measurements of quality education. This article presents the pupil-teacher ratio for 133 public primary schools in a local government area (LGA) of Ogun State, Nigeria. The data were obtained from a complete enumeration of the records of each school. It was discovered that the average PTR obtained from the data analysis is higher than the national average. Using PTR equals 35 as a benchmark of Nigeria, only 25 (19%) schools out of the 133 schools considered have an acceptable PTR (below 35), 52 (39%) schools have a moderate PTR (between 35 and 50) and 56 (42%) schools have unacceptable and high PTR (above 50). This article shows that there is high pupil-teacher ratio in the country’s public primary schools. This research will be helpful in the following; educational evaluation and assessment, audit and quality assurance, decision makers in the Ministry of Education in gap analysis for recruitment purposes, assessing the level of implementation of policies on education and monitoring of the progress made in attaining development sustainable goals (SDG) as it relates to access to quality education.
Highlights
The pupil-teacher ratio is the total number of pupils in a particular school divided by the total number of qualified teachers
Pupil-teacher ratio (PTR) is a key indicator in measuring quality and equity in public primary education
Several authors who have presented similar research papers showed that smaller PTR is desirable for effective learning to take place, citing that higher number of pupils in a class reduces the attention given to each pupil by the teacher, which affect the academic performance, especially at practical classes
Summary
The pupil-teacher ratio is the total number of pupils in a particular school divided by the total number of qualified teachers. The format for computation of PTR used in this article is the same used by the UNESCO [1]. PTR is often confused with “class size” even though; they are different but similar metrics in educational evaluation. PTR is a key indicator in measuring quality and equity in public primary education. Several authors who have presented similar research papers showed that smaller PTR is desirable for effective learning to take place, citing that higher number of pupils in a class reduces the attention given to each pupil by the teacher, which affect the academic performance, especially at practical classes. One of the manifestations is the prevalence of high PTR of which this article portrays. The official PTR in Nigeria, according to [2] is 35 which are often higher in urban areas. The high PTR in the urban areas can be attributed to economic migration from the rural to urban areas
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