Learning Analytics: Issues on the Pupil-Teacher Ratio in Public Primary Schools in Nigeria

Authors

  • Abiodun A Opanuga Department of Mathematics, Covenant University, Ota, Nigeria
  • Hilary I Okagbue Department of Mathematics, Covenant University, Ota, Nigeria
  • Pelumi E Oguntunde Department of Mathematics, Covenant University, Ota, Nigeria
  • Sheila A Bishop Department of Mathematics, Covenant University, Ota, Nigeria
  • Opeyemi P Ogundile Department of Mathematics, Covenant University, Ota, Nigeria

DOI:

https://doi.org/10.3991/ijet.v14i10.10129

Keywords:

Education, Learning analytics, Pupil-teacher ratio, Smart campus, Statistics, Teacher, Nigeria

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.

Downloads

Published

2019-05-30

How to Cite

Opanuga, A. A., Okagbue, H. I., Oguntunde, P. E., Bishop, S. A., & Ogundile, O. P. (2019). Learning Analytics: Issues on the Pupil-Teacher Ratio in Public Primary Schools in Nigeria. International Journal of Emerging Technologies in Learning (iJET), 14(10), pp. 180–199. https://doi.org/10.3991/ijet.v14i10.10129

Issue

Vol. 14 No. 10 (2019)

Section

Papers

License

The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.