EDUCATIONAL INPUTS AND INTERNAL EFFICIENCY IN PUBLIC SENIOR SECONDARY SCHOOLS, KWARA STATE, NIGERIA

Abstract

Despite reforms and increased investment, internal inefficiencies, such as high dropout rates, inadequate resources, and sub-optimal learning environments, continue to challenge the effectiveness of public senior secondary education in many states, including Kwara. These inefficiencies not only limit students' progression to higher education but also undermine the return on investment in education. This study investigates the relationship between educational inputs, including human, physical, and material resources and the internal efficiency of public senior secondary schools in Kwara State. A correlational descriptive research design was adopted, targeting 133 schools in Kwara Central, from which 98 were randomly selected. Data were collected using the Educational Inputs Checklist (EIC) and Internal Efficiency Inventory (IEI), and descriptive analysis (ratios and percentages) and linear regression were used to analyse the data. Findings revealed that the student-teacher ratio ranged between 10:1 and 14:1, far below the national benchmark of 1:40, yet inefficiencies persisted due to poor deployment policies. Material resources were critically inadequate, with 74.49% of public senior secondary schools falling in the “inadequacy” category. Biology and Civic Education were especially affected, with textbook ratios as low as 10:1. The internal efficiency rate, measured by graduation, was 60.5%, while the wastage rate was 39.5%. Also, Multiple regression analysis showed a significant combined influence of the educational inputs on internal efficiency, F(3, 92) = 7.83, p < .005. Recommendations include revising teacher deployment strategies, improving material supply, and implementing targeted student retention interventions. A balanced, needs-based allocation model is essential to enhance internal efficiency and reduce educational wastage in Kwara State.