Teaching capacity, physical resources, family, and quality of Learning among primary school children in bidi bidi refugee Settlement, Yumbe district

Abstract

This study examined the influence of teaching capacity, physical resources, and the family background of learners on the quality of learning among primary school children in Bidibidi Refugee Settlement, Yumbe District, using mixed method (quantitative and qualitative). The research study was guided by three specific objectives namely; to establish the influence of teaching capacity on quality of learning, to investigate the influence of the teaching physical resources on quality of learning, and to examine the influence of the family of the learners on the quality of learning. A sample size of 248 respondents (92 teachers, 120 pupils, 12 CMC, 12 PTA and 12 Head teachers) was used data collected through questionnaires, interviews, and focus group discussions all from within the schools, and the analysis was conducted using SPSS version 23. The findings revealed that teaching capacity had a positive but statistically marginal effect on learning quality, indicating its limited standalone influence in refugee contexts. In contrast, teaching physical resources demonstrated a significant and moderate positive impact, highlighting the importance of infrastructure and instructional materials. Most notably, family background emerged as the strongest predictor of learning quality, underscoring the critical role of parental involvement, home learning environments, and socioeconomic conditions. The study concludes that enhancing educational outcomes in refugee settings requires a multi-dimensional strategy that integrates teaching capacity development, resource provision, and family engagement. Key recommendations include targeted investments in educational infrastructure, teacher support systems, and family- centered interventions. Areas for further research include refining the measurement of teaching capacity, exploring longitudinal interactions among variables, and investigating the pathways through which family dynamics shape educational outcomes.