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Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
Empirical Analysis of Student-Teacher-Ratio and Average-Class-Size Distribution of Public
Secondary Schools in Edo State, Nigeria
By
Isuku, Eragbai Jerome
Department of Educational Management,
University of Ibadan,
Ibadan, Nigeria.
jeromeisuku@yahoo.com
(+2348037283556)
Abstract
Student-teacher-ratio (STR) and average-class-size (ACS) indices are important
determinants of the status of educational progress of countries. However, the disparity in the
distribution of these indicators between urban and rural areas impose serious limitations to
the goal of achieving the much deserved educational transformation of the rural area in
particular, and the society in general. This study empirically examined the distribution
status of the student-teacher-ratio and average-class-size indicators of public secondary
schools in Edo State, Nigeria. The descriptive survey research design was adopted for the
study. The population of the study consisted of the 540 public secondary schools spread
across the three senatorial districts of Edo State, during the conduct of this research. The
stratified and random sampling techniques were used to select two hundred and sixteen
(216) or 40% of the school principals who responded to the inventory formats designed by
the researcher to collect data on the individual schools enrolments, available classrooms,
and the number of teachers from which the STR and the ACS indices were obtained. Two
hundred or 92.5% of the responses were returned. Descriptive statistics of mean and graphs
were used to analyze the research questions while the t-test statistic was used to analyse the
formulated hypotheses at 0.05 alpha level. Result of the study revealed that STR was
approximately the same in the different school locations. It however revealed that there was
a significant difference in average-class-size between urban and rural secondary schools in
Edo State (t=4.684; p<0.05). Average-class-size was 57 in urban area and 45 in rural areas.
It was recommended that ACS indicator be increased in rural schools to achieve overall
educational transformation
Introduction
In recent years, governments have made deliberate efforts at providing secondary schooling
opportunities to all successful primary school leavers in the country as part of its social
responsibility. This is manifested in the number of public secondary schools that have been
established in various locations in the different states in the country. For instance the number
of secondary schools increased from 6,909 in 2003 to 10,913 in 2004. It further increased to
over 18,323 in 2009 (National Bureau of Statistics, 2010). The number of classrooms at the
national level however decreased 98,077 in 2004 to 60,696 in 2008 while teachers’ number
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
stood at 295, 540 (NBS,2010) from in 2004. In Edo state, secondary schools’ figure increased
from 540 in 2004 to 918 in 2009 (NBS, 2010). However, the quantification of these public
secondary schools in almost every urban, semi-urban and rural areas seems to have some
haphazard distributional effects on the level of school participation in the different school
location. While urban areas are usually well staffed with near enough and qualified teaching
staff, the rural schools are usually under staffed as most teachers preferred city schools to
those in the villages and suburbs. For instance, World Bank, 1997 has long noticed the low
enrolment of school-age children in most rural Schools in Nigeria by acknowledging that
enrolments of boys was 100% in urban schools, as against 62% in rural areas while that of
girls were 75% urban and 50% rural ( World Bank, 1997). According to Ayodele (2000),
about 80% of these public schools are located in the rural areas. Thus, many of these
secondary schools have been built at very close distances in some cases with very low
attendants, particularly in those areas with sparse population settlement. Unfortunately,
however, most of these rural schools lack the quantity and quality of teachers to guarantee
equity in educational benefits between urban and rural schools. Thus, many of the schools in
rural area may be faced with the problem of low enrolment; low average class attendance as
well as low student-teacher-ratio (Isuku, 2011; Lewin 2001).
The presumed disparity in student-teacher-ratio (STR) and average-class-size (ACS)
indicators between urban and rural schools could negatively affect the much needed
transformation of the rural populace. Some researchers however favour small class size and
low student-teacher-ratio. The arguments is that students get better attention of teacher on the
individual needs with a low low-student-ratio and that students are taught better in smaller
classes with a probable positive outcome and efficient classroom management which
according to the researchers could guarantee educational quality (Sheyin 2002; Cotton 1996
and Onocha 1985). Nevertheless, the works of Eric Hanushek a University of Rochester
economist who examined 277 published Studies on the effect of student-teacher-ratio and
average-class-size factors on students’ achievement in schools, found that only 15 percent
showed positive improvement with smaller class-size, 72 percent found no statistically
significant effect and 13 percent found a negative effect on achievement (New York
Department of Education 2010). Thus, it is obvious that smaller classes do not guarantee
children’s better education. Similarly study on class size and student-teacher-ratio by policy
analysis Jennifer Buckingham (http://www.csany.c.org) retrieved 02/07/2010) found no
reliable evidence that students in smaller classes do better academically or that teacher spent
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
significantly more time with them in these classes. It may therefore not be out of place to
encourage large classes and high student teacher-ratios within acceptable limits which are
usually very rare in local rural schools.
Small class size low student-teacher-ratio indicators constitute gross inefficiency of limited
resources (Isuku, 2011; Bray, 1998; Fox 1981). Bray (1998), posits that smaller class sizes
and low student-teacher-ratio certainly isolates such students and limit their horizon as well
as their social interaction. Moreover, low student-teacher-ratio and small class size could
imply high cost per student and hence, high educational wastages. For instance, Buckingham
(2010) discovered that a 20 percent class-size reduction costs the Australian government an
extra $1.1.50 per student. This implies that greater costs are incurred with low class
utilization in school. It may therefore not be out of place to encourage large classes and high
student teacher-ratios within acceptable limits which are usually very rare in local rural
schools.
It is evidenced from most available data that high socioeconomic differences exist between
urban and rural dwellers in the country. For instance, Sheyin (2002) explained that drop-outs
and repetitions are usually common in these rural schools due to the inadequacies of school
resources and facilities which in itself constitute a sort of wastage in the educational system
(see also Ebong and Agabi, 1999). In 2010 the absolute poverty in rural areas stood at 48.3
while it was 26.7 when measured in terms of available food intakes. In absolute term, the
poverty incidence for rural dwellers was 66.1 as against 52.0 in urban centres while the
relative poverty was 73.2 in rural areas and 52.4 in urban areas (Ekpo, 2012)
Statement of the Problem
The task of bridging the gap in the educational quality and social life of urban and rural
residents has long constituted a serious challenge to government transformation agenda.
Despite efforts by governments to improve secondary schools service delivery in the rural
areas and bring about the much needed transformation, available data seems to show
persistent disparities in student-teacher-ratio and average-class-sizes indicators between
schools in the rural areas and those in the cities. This scenario has serious implications for
cost as well as for the social and educational transformation of rural dwellers. Many schools
with few students per teacher and few students per class may be faced with the problem of
increased cost per student, limited social interaction which could lead to inferiority complex,
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
lack of self esteem and confidence among many other social complexities. Rural areas
constitute the most important segment of the society. A concentrated attention and
investigation of rural-urban secondary schools distribution pattern could serve as a means of
formulating useful educational plans and policies that could help to improve the STR and
ACS indices of rural schools if need be and consequently its educational and social
transformation. This study therefore investigated the distributional pattern of student-teacher-
ratio and average-class-size of public secondary schools in Edo State, Nigeria. The essence is
to suggest possible ways to improve equity and efficiency of secondary schools service
delivery.
In order to achieve the objective of this study, the following research questions and
hypotheses were raised.
Research Question 1: What is the status of student-teacher-ratio in the sampled secondary
Schools in Edo State?
Research Question 2: What is the status of average-class-size distribution in the sampled
public secondary Schools in Edo State?
Hypotheses
Ho1: There is no significant difference in the Student-teacher-ratio (STR) of urban and rural
public secondary schools in Edo State.
Ho2: Average-class-size (ACS) of urban public secondary schools does not differ
significantly from those of rural schools in the state.
Scope of the Study
This study focused mainly on the 540 conventional public secondary schools (Junior and
Senior in Edo State, Nigeria. Private schools were not included because of the dominance of
public schools in the state. More than two-third of the students in the state schools are in
public schools which are publicly financed from the government’s budgets vies-a-vis other
competing social demands on the government. The elements measured in the study include;
the student-teacher-ratio, average class size and the cost per student.
Methodology
The descriptive survey research design conducted ex-post facto was adopted for this study.
The population of the study consisted of the 540 conventional public secondary schools
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
(Junior and Senior) which were spread across the three senatorial districts of Edo State,
Nigeria, during the conduct of this research. The stratified and random sampling techniques
were used to select two hundred and sixteen (216) or 40% of the school heads (principals)
who responded to the inventory formats designed by the researcher. An individual School
Inventory Instrument (ISII) was designed to collect data on the individual schools
enrolments, available classrooms, and the number of teachers from which the STR and the
ACS indices were obtained. Two hundred or 92.5% of the responses were returned.
Descriptive statistics of mean and graphs were used to analyze the research questions while
the t-test statistic was used to test the formulated hypotheses at 0.05 alpha level.
Study Area
The study was conducted in Edo State, situated in the South-South oil producing region of
Nigeria. Its capital/administrative City is Benin-City. The state has a total population of
3,218,332 million people with 13 different languages spoken by the indigenes (NBS, 2010).
The state is made up of three Senatorial districts comprising Edo Central, Edo North and Edo
South, where the major language spoken are Ishan, Afemai and Bini respectively The
annual mean rainfall and temperature is 196.5. The choice of the state was based on the
dearth or related studies in the state. Moreover, the researchers’ own interest and knowledge
of the area in terms of easy access which allowed for easy and quick participation among the
respondents informed this research
Results and Discussion
The findings of this study were discussed in line with the research questions and hypotheses
raised in the study
Research Question 1: What is the status of student-teacher-ratio in the sampled secondary
schools in Edo State?
The above research question was asked to find out the distributional pattern of student-
teacher-ratio in Edo state public secondary schools’
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
Table 1: Mean distribution of student-teacher-ration-ratio (STR) in the sampled public
secondary schools in Edo State
Student-Teacher-
Ratio
Urban
Schools
Rural
Schools
Aggregate
≤ 20 22
(31.4)
42
(32.3)
64
(32.0)
21 – 40 36
(51.4)
64
(49.2)
100
(50.0)
41
–
60
7
(14.0)
15
(11.5)
22
(11.0)
Above 60 5
(7.1)
9
(6.9)
14
(7.0)
Mean (STR) 30.12 30.8 30.50
Figures in brackets represent percentages of schools within the specific STR group.
Fig.1: Bar chart of the distribution of student-teacher-ratio in the sampled public
secondary schools in Edo State, Nigeria.
In table1, the sampled distribution show that about 31.4 per cent of schools in urban areas had
Student-Teacher-Ratio (STR) of not exceeding twenty (20) students per teacher while the
result of the rural schools sampled show that about 32 per cent of the schools had student-
teacher-ratio of not exceeding 20 students per teacher. Thirty-two per cent of schools at the
aggregate level had student-teacher-ratio of not exceeding 20 students to a teacher.
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
Research Question 2: What is the status of average-class-size distribution in the sampled
public secondary schools in Edo State?
This question was asked to find out the distribution status of the average-class-size in Edo
state public secondary schools.
Table 2: Sampled distribution of average-class-size in Edo state public secondary schools
Average-Class-Size Urban
Schools
Rural
Schools
Aggregate
(Urban +Rural)
≤ 20
6
(8.6)
21
(16.2)
27
(13.5)
21
–
40
25
(35.7)
61
(46.9)
86
(43.0)
41
–
60
9
(12.9)
30
(23.1)
39
(19.5)
61 – 80 12
(17.1)
12
(9.2)
24
(12.0)
Above 80 18
(25.7)
6
(4.6)
24
(12.0)
Mean (ACS) 70
(57.0)
130
(40.0)
200
(45.0)
Figures in parenthesis represent percentage
Fig 2: Average-class-size distribution in Edo state public secondary schools
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
Table 2; show the mean Average-Class-Size (ACS) distribution of school in the state. The
result show that about 8.6 percent of schools in urban areas fall within an average-class-size
not exceeding 20 while 21.0 per cent of rural schools fall within their range.
Ho1: There is no significant difference in the Student-teacher-ratio (STR) of urban and
rural public secondary schools in Edo State.
This hypothesis was tested to find out if there was any significant difference in student-
teacher-ratio distribution pattern between urban and rural public secondary schools in the
state.
Table 3: t-test analysis of the difference in student-teacher-ratio in selected urban
and rural public secondary schools in Edo State, Nigeria
Sample
Location
N
X
SD
Std
Error of
Mean
T
Df
P
Urban 70 30.12 17.624 2.106
0.269
198
0.789
Rural 130 30.80 16.605 1.456
P > 0.05
Table one reveals that there is a non-significant mean difference in student-teacher-ratio
between urban and rural schools. The p-value was 0.789 which is greater than the chosen
alpha level of 0.05. The null hypothesis is therefore upheld, implying that student-teacher-
ratio do not differ significantly between urban and rural schools in the State.
Ho2: Average-class-size (ACS) of urban public secondary schools does not differ
significantly from those of rural schools in the state
Table 2 represents the null-hypothesis test of the difference in the average-class-size of urban
and rural public secondary schools in Edo State, Nigeria during the survey period 2008.
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
Table 4: t-test analysis of the difference in average-class-size (ACS) between selected
urban and rural secondary schools in Edo State, Nigeria
Sample
Location
N
X
SD
Std
Error of
Mean
T
df
P
Urban 70 56.75 30.26 3.61
4.684
198
.000
Rural 130 39.91 20.12 1.78
P < 0.05
The result of Table 2 revealed that the mean average-class-size of urban schools were larger
(57) than those of the rural schools approximately 40. The null hypothesis is therefore
rejected, implying that there is a significant difference in average-class-size between urban
and rurally located public secondary schools in the state.
Discussion
The distribution of the student-teacher-ratio indicator shows that Student-Teacher-Ratio of
21 to 40 of the sampled school, had 51.4 per cent in urban schools while it is about 49.2 per
cent in rural schools. The total (aggregate) students per teacher within the range of 21 – 40
per teacher stood about 50 per cent. Student-Teacher-Ratio of between 41 – 60 was 14 per
cent in urban schools while it is about 11.5 per cent in rural schools. For students-teacher-
ratio of above 60, the percentage of schools in urban areas was 7.1 per cent while it is about 7
per cent in the rural schools sampled. The total average for both urban and rural schools stood
at about 31 students per teacher. The distribution show that 32.0 per cent of the sampled
schools have a student-teacher-ratio of 20:1 with little or no mean difference between urban
and rural schools. The aggregate mean ratio stood at 30:1. The very low STR has implication
both for access and a cost. A higher student-teacher-ratio will mean more students to a
teacher and vice-versa at a given teacher compensation or salary other thing being equal. The
growth in student-teacher-ratio indicator could there be linked with educational advancement
This mean a country or state can achieve a higher level of educational development as the
rate of access is now being used in most nations as an index for measuring the level of
educational development.
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
The finding of this study revealed that there was non-significant difference in student-
teacher-ratio between urban and rural schools in Edo state. The result however contradict that
of Hutchison and Lewin (2001) who found that student-teacher-ratio differ significantly
between urban and rural schools in Costa Rica. This non-significant test result may be due
mainly to the relative number of teachers and student available to both schools locations. For
instance, if we have fewer students to few teachers in the small-sized rural schools, the
situation may not differ significantly from having more students to more teachers in the larger
urban schools. Moreover the, low student-teacher-ratio indicator in the state could be a
general revelation of the dearth of teachers in most of our public secondary schools, As
earlier confirmed by Ajayi (2006), there has be much teacher attrition in most public schools
over the years due to lack of adequate motivation. Most public school teachers who have
gotten better employments left the system leaving on the few ones who were yet to secure
better jobs elsewhere ( see Ajayi, 2006) However, increasing the student-teacher-ratio in
schools had a considerable amount of benefit. It will ensure that fewer teachers attend to
more students at lower unit cost and could also allow for increase participation rate among
students.
About 36 percent of the sampled schools in urban area had an average-class-size of between
21 – 40 while in the rural schools, the percentage within that range is 47 per cent. However,
as the average–class-size increased to between 60 and 80 students per class, the percentage of
schools with higher ACS began to increase in favour of urban schools. For instance, while the
percentage of schools with an average-class-size between 61 – 80 was 17% for urban schools,
it was about 9% for rural schools. Similarly, while schools with at least an ACS of above 80
were 26 per cent in urban school, it was about 5 per cent in rural schools. This implies that
there are larger numbers of students per class in urban schools as against fewer numbers of
students per class in rural schools. At the average students per class are 57 per cent in urban
school and 40.0 in rural schools while it is 45.0 per cent on the aggregate
However, most of the schools in urban centres had a higher average class size indicating that
a higher concentration of students per class is dominant in urban schools. The reasons for
such high average class size in urban schools are to be found first and foremost on the higher
coverage of secondary education due to high level of admission rate and high retention or low
drop-out. Moreover, many parents preferred to send their wards to urban schools were there
are opportunities for access to educational resources as government attention is usually
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
concentrated in city schools. The fact is that as the enrolment in school grows in size so too is
the average-class-size and student-teacher-ratio (Hutchinson and Lewin, 2001:271). About 17
per cent of schools with average-class-size between 61 – 80 students were within the urban
location while only about 9.0 per cent of these distributions were in rural locations.
Generally, the mean ACS for urban schools was 57.0 while it is 40.0 in rural schools. The
aggregate for both locations stood at 45 students per class.
An attractive approach however of whether an average-class-size can be allowed to increase
is by identifying schools with large classes which are thought to be functioning effectively. A
considerable benefit could arise from this for access and participation. However, the
maximum desirable number of students per class could be constrained by a number of factors
such as the availability of learning materials, classroom size and furniture, ability of teachers,
curriculum content etc. It is possible therefore to achieve effective teaching even with class
size of over 50 students. Studies have shown that with larger average class size of 50 and
beyond, Korean and Japanese secondary schools were adjudged among the best in the 1994
and 1995 IEA Third International Mathematics and Science study in the world (Calloids and
Lewin, 2001). This underscores one of the needs for an increased average class size in the
state public secondary schools particularly in rural areas.
The test of difference in the average-class-size of schools in urban and rural areas showed
that the mean average-class-size of students in urban schools was higher, about 57 students
per class than those in the rural locations of 40 students per class. The test of significance
show that there is a statistically significant difference in the average-class-size at both
locations (t = 4.684, p < 0.05). The evidence of very few students per class in most rural
schools is confirmed by the outcome of this study. This is consistent with the works of Bray
(1994) and Lewin (2001). The implication is that most of the public secondary schools in
rural area are grossly underutilized. A situation where there are very few students to a class
may limit social interaction among the students. The author’s personal sight at some of the
classes in some local village schools during the field exercise tells of the gross
underutilization of scarce resources. If more use of resources were allowed and minimum
class-sizes were probably introduced among these underutilized rural schools, considerable
benefits in terms of reduced cost would not only be achieved, but greater and increased
number of student would certainly gain opportunity of access to secondary education. Policy
towards class size seems to be in favour of fewer students per class among most states. The
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
argument is that with fewer students per class, teachers are able to reach the individual
students and attend to their personal needs. However, limited class sizes of very few students
do not automatically translate to quality schooling. For instance, some research analysis has
shown that achievement is not easily associated with the number of students per class
(Hannushek 1998). Thus, a plausible implication is that what matter is not so much the size of
the class but as to what takes place within it. Hannushek and Kim (1996) argued that the
quality of teacher plays more positive role than the number of pupils in a class. Therefore, the
existence of very small average-class-size in rural schools amounts to gross wastage and
inefficiency in the face of limited government budgets to education. Improving the cost-
efficiency of secondary education is an essential element in making the expansion of
secondary education affordable. Hence, it is possible to produce a higher number of graduates
with the same level of resources.
Summary and Conclusion
This study investigated the distributional pattern of the student-teacher-ratio and average-
class-size of public secondary school in Edo state, Nigeria. Student-teacher-ratio and
average-class-size of schools are important indicators in the school planning and policy
programmes as they provide the needed information that could be useful for efficient and
effective school management. It is however evident from the study that student- teacher-ratio
is generally low in both urban and rural schools. With just an average of about 30 students to
a teacher at such times of high educational demand, it may not suffice if the state in particular
and the country in general must achieve global educational competitiveness. Despite the low
STR national policy of 35:1 in secondary school, the fact that the state faired less in this
indicator signifies a low educational progress in the state. Moreover, in the face of limited
resources, there was the need to improve efficiency through maximum utilisation of teachers.
The argument that low student-teacher-ratio provide opportunity of better attention of teacher
to student, may not necessarily be a guarantee as different factors actually accounts for school
quality outcome
In the same vein, the study showed the disparity in average-class-size between urban and
rural schools in the state at a mean of 45 students to a class. Although this may be a relatively
fair size, the fact that there is a significant difference between urban and rural schools,
suggests the need to raise the average-class-size of rural schools. This will promote greater
social interaction among students which in its self could boost the self confidence of students
Nigerian Journal of Educational Planning and Administration
Vol.12, No.3: 193 - 211
in rural schools. The evidence showed that average-class-size was smaller in rural schools
than in urban schools. Thus there was a significant difference in the average-class-size of
urban and rural schools, implying that most of the classrooms in rural location were grossly
under-utilized. Thus, it might be needful to balance educational provision between urban and
rural schools as a means of transforming the educational and social life of the rural populace.
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