| dc.description.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. | en_US |
