The effect of teacher-student ratios on the quality of STEM education in Abuja Municipal Area Council (AMAC), Federal Capital Territory
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Background of the Study
Teacher-student ratios are widely regarded as a critical factor in determining the quality of education, particularly in STEM subjects where individualized instruction and interactive learning are essential. In Abuja Municipal Area Council (AMAC), Federal Capital Territory, public and private schools face varying teacher-student ratios that significantly affect classroom dynamics and student learning outcomes. Lower ratios generally allow for more personalized attention, better classroom management, and increased opportunities for student participation in STEM activities (Okoye, 2023). Conversely, high teacher-student ratios can result in overcrowded classrooms where teachers struggle to address individual learning needs, thereby diminishing the overall quality of STEM education. The ability of teachers to implement hands-on experiments, provide timely feedback, and monitor student progress is often compromised in large classes, which can adversely affect student engagement and achievement. In AMAC, disparities in resource allocation have led to significant differences in teacher-student ratios across schools, contributing to unequal educational opportunities. Additionally, high ratios place extra pressure on teachers, which may lead to burnout and reduced job satisfaction, further impacting the learning environment (Ibrahim, 2024). This study seeks to examine the effect of teacher-student ratios on the quality of STEM education in AMAC by analyzing how different ratios influence teaching practices, classroom interaction, and student performance in STEM subjects. By exploring the experiences of both educators and students, the research aims to identify optimal teacher-student ratios that facilitate effective STEM instruction and suggest policy interventions to achieve these ratios. Ultimately, the study aims to provide evidence-based recommendations for reducing classroom overcrowding and enhancing the overall quality of STEM education in the Federal Capital Territory (Okoye, 2023; Musa, 2025).
Statement of the Problem (300 words)
Despite the recognized benefits of lower teacher-student ratios, many schools in AMAC continue to experience high ratios that negatively impact the quality of STEM education. Overcrowded classrooms limit the ability of teachers to provide individualized instruction, conduct interactive experiments, and offer timely feedback, resulting in diminished student engagement and lower academic performance (Ibrahim, 2024). Educators often report that large class sizes impede their ability to manage classroom activities effectively and to identify students who may be struggling with complex STEM concepts. This situation is further exacerbated by the uneven distribution of qualified teachers, which leads to significant disparities in educational outcomes between well-resourced and under-resourced schools. The lack of adequate funding and infrastructural support contributes to persistent high teacher-student ratios, leaving many students without the attention needed to fully grasp critical STEM concepts. Furthermore, the pressure on teachers in overcrowded classrooms often leads to burnout and reduced job satisfaction, which in turn affects the overall teaching quality. This study intends to systematically investigate the relationship between teacher-student ratios and the quality of STEM education in AMAC. It will assess how variations in class size correlate with student performance and teacher effectiveness, and identify the key factors contributing to high ratios. By doing so, the research aims to propose strategic recommendations for policymakers and school administrators to reduce class sizes and improve resource allocation, thereby enhancing the learning environment and overall quality of STEM education (Okoye, 2023; Musa, 2025).
Objectives of the Study
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To evaluate the current teacher-student ratios in STEM classrooms in AMAC.
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To assess the impact of these ratios on the quality of STEM education.
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To recommend strategies for optimizing teacher-student ratios.
Research Questions
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What are the current teacher-student ratios in STEM classrooms in AMAC?
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How do these ratios affect teacher performance and student engagement in STEM?
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What measures can be implemented to improve teacher-student ratios in STEM education?
Research Hypotheses
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H₁: Lower teacher-student ratios are positively correlated with improved STEM educational outcomes.
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H₂: High teacher-student ratios negatively affect student engagement and achievement in STEM subjects.
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H₃: Policy interventions aimed at reducing class sizes enhance the quality of STEM education.
Significance of the Study (100 words)
This study is significant as it investigates the impact of teacher-student ratios on the quality of STEM education in AMAC. The findings will provide essential insights for educational policymakers and administrators to address classroom overcrowding and improve instructional quality. By identifying optimal class sizes and proposing targeted strategies, the research aims to enhance both teacher effectiveness and student learning outcomes in STEM, ultimately contributing to a more equitable and high-performing educational system.
Scope and Limitations of the Study
This study is limited to examining the effect of teacher-student ratios on STEM education quality in schools within AMAC, Federal Capital Territory. It focuses solely on class size and does not consider other factors such as curriculum content or teaching methodologies.
Definitions of Terms
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Teacher-Student Ratio: The number of students per teacher in a classroom.
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STEM Education: Instruction in science, technology, engineering, and mathematics disciplines.
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Classroom Engagement: The level of active participation and involvement of students in classroom activities.
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