Professional Documents
Culture Documents
INTRODUCTION
1.1
from school. These students who withdraw from school prematurely end up
not obtaining any certificate of graduation. The issue of school dropout is a
global problem confronting the education industry round the world. The
issue of school dropout has been with us for a very long time. Fafunwa
(1983) noted that dropout in one of the most serious problems that have
continued to bedevil our educational system since independence. This can be
buttressed with the remark made by Nuffied foundations in 1953 that in the
west coast of Africa, a considerable proportion of students drop out of school
each year.
Globally reasons why students dropout from school can be categorized
into four clusters: These include: school related, job related, family related
and community related. Study by Frendenberg and Ruggh (2007) identified
twenty factors under the family clusters. Three factors under community
cluster and twelve factors under school cluster. The factors identified under
family the clusters: Low family socioeconomic status, racial or ethnic groups,
special education status, low parental education, residential mobility, high
Thus students with the above characteristics have very high tendency to
drop out of school. In recent years, there has been increasing public concern
that indiscipline in secondary schools is on the increase. Perceived
manifestations of indiscipline include high truancy, absenteeism as well as
dropout cases, all of which are prevalent in many secondary schools. Despite
the lack of published research that substantiates this viewpoint, there is a
widespread consensus that all is not well at the secondary school level today.
This is clearly shown in past researches such as that of Rutter, Mortimore
and Ouston (1979) and Reid, 1985 which showed that
1. Schools differ mainly in their attendance rates
2. School policies and teachers are to be blamed for much absenteeism.
3. Students tend to blame their schools and teachers rather than
themselves, their homes or social and economic circumstances for their
dropping out of school system.
3
perceived factors are actually responsible for the dropout of secondary school
students, and why some students are not able to complete the required and
recommended number of years of the school system. Based on this therefore,
this study is posed to finding answers to this question. What are the factors
responsible for the high rate of school drop-out as perceived/viewed by
primary and secondary school teachers?
1.3
Research Questions
In investigating the perceptions of teachers on the factors responsible
for school dropout the research attempted to find answers to the following
question.
1. Is there any difference on the perception of primary and secondary
school teachers on illness and physical disability as a factor responsible
for school dropout?
2. Is there any difference on the perception of primary and secondary
school teachers on students indiscipline as a factor responsible for
school dropout?
3. Is there any difference on primary and secondary school teachers
perception of environmental conditions as a factor responsible for
school dropout?
4. Is there any difference on the perception of primary and secondary
school teachers on school phobic as a factor responsible for school
dropout?
5. Is there any difference on the perception of primary and secondary
school teachers on financial hardship as a factor responsible for school
1.5
dropout?
Research Hypotheses
7
useful information as regards the true position of the factors responsible for
school dropout as perceived by teachers. This research would be of immense
10
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1
Introduction
The decrease in enrolment figure resulting from persistent absenteeism
and dropouts are frequent occurrences in the school system which seem to be
given a permanent place in the life stream of education system. Austin (1977)
described it as something everyone talks about but no one does anything
about it. In fact, education system seem not to be bothered by case of pupils
repeating several classes, absenting or even dropping out of the school
system permanently. If not, efforts would have been made rigorously to find
solution to problems of absenteeism, time wastage (attrition) and dropout in
the school system.
However, this study reviewed related literature on absenteeism and
dropout in the school system.
11
12
13
predicts that the individual will choose the alterative that has the highest pay
off or expected return
A
Outcome pay raise
Expectancy (valence)
Expectancy Advancement
Expectancy
Socialising (valence )
Expectancy
Reading (valence)
B
Pay raise (valence)
Expectancy
Expectancy Advancement
(valence)
Going to school
(learning )
Expectancy
Expectancy
Socialising (Valence)
Reading (valence)
and advancement more highly, than socializing or reading, and if the person
thinks that not going to school (or working hard) is likely to lead to the
14
all known treatments. It has been of much concern to both parents and school
administrators. In fact, it arouses strong feeling in the teachers, parents,
members of the educational support Services, educational administrators,
politicians and not-least pupils (Ampiah, and Adu-Yeboah, 2006). These
strong feelings are expressed in different and often contradictory ways,
depending on the individuals own perspective.
Psychiatrist and many psychologists regard poor attendance as a
system of
18
19
study before the end of a term. Its associated with student who has been
in a school with the purpose of obtaining a certificate and suddenly
withdraws from pursuing such a noble course before graduating. Collins
Gem Dictionary (1997:37) defined dropout as a person who rejects
conventional society; person who fails to complete a course of study it
entails abandoning or withdrawing from a school, job etc.
It is important to note that Nwadiani (1996) observed that wastage is
conceptualized as dropouts, repeaters, premature withdrawal, and
misguiding types of education, non-employment of school leavers and
even brain drain. This categorization somehow evolved from Brimmer
and Pauli (1971) who had given a comprehensive analysis of wastage in
education for clarity sake. The elements of wastage which have been
stated above by Brimmer and Pauli (1971) are as follows:
i.
ii.
iii.
iv.
v.
Illness
Financial hardship
Age, sex, social class and geographical area
Truancy
School refusal or school phobia
School curriculum
Institutional influence-attitudes of teachers
Peer group relationship and school ethos
Environmental and Situational Conditions such as Fuel scarcity, traffic
22
school from middle school at the age of twelve persistent absence is strongly
associated with low parental income.
According to Marshal in Efuzia (2004) The children of parents who
have poor and uneducated often have to do heavy domestic chores in the
house or farm to go out to trade/hawk before coming to school in the morning
and after returning from school in the afternoon. This is so because the family
setting may not be able to afford school uniform, text books or even adequate
feeding in the home, two often the school penalize the student for being late
to school, being absent, dirty and wearing of wrong or tattered clothes and
uniform in school.
2.5.3 Age, Sex, Social Class and Geographical Area
i.
higher in the final year of compulsory education than at any other time.
Fogelman and Richardson, (1974) in the national child development
study, noted that there are high truancy rate amongst sixteen years olds
compared with eleven-years old. In Scotland, Mitchell (1972) too found a
consistent trend for absence rates to increase with age, although the overall
attendance rate fell below 90percent in only one of the seven secondary
schools she studies.
23
Sex differences
Sex is another demographic factor which causes absenteeism. Reid
(1987) posited that boys truancy rate is much higher than the girls, but
parental condoned absence amongst girls is much higher than for boys, he
concluded that more boys than girls engaged in specific lesson truancy.
iii.
Social Class
Several studies have reported an association between school attendance
and social class. Mitchell (1972) study in central Scotland, found that poor
24
attendance frequently came from families where the father was an unskilled
or semi-skilled workers. Mitchell and shepherd (1967) showed that boys who
disliked schools were significantly more likely to come from non-Manual
homes. May (1975) evidence that 38 percent of truants lived in families with
five or more children, compared with 26 percent of Absentees whose teachers
did not regard them as truants. In the same study May also showed that
truants were likely to be illegitimate and that their fathers were more likely to
be unemployed. Wedge and Prosser (1973) . Whether or not any
particular child is absent from school, it probably depends not on his family
size, income or social class but on other factors within his home, school or
community.
iv.
work of the writer who prefers school phobics or school refusers. Generally,
school refusers or school phobics is seen as the major manifestation of a
Neurotic disorder characterized by reluctance to leave home. Chazan
(1962) reported that 22 out of 33 school phobic stated difficulties at school as
possible precipitation factors. The most common of these were dislike of
punishment or being shouted at in class, fear of other children, also social
inferiority complex on these children from homes with no grammar school
tradition. Other traits according to (Hersov, 1960b) are eating problems, sleep
disturbance, tension habits, aggression towards member of the family,
timidity, nervousness, emotional immaturity these are traits recorded in some
children. In addition a somatic disguise is said to be characterize of school
refusers (Eisenberg; 1958) the child is ill, but no organic cause is evident; the
overt physical symptom reflects a covert refusal to attend school, or simply to
leave home.
2.5.5 School or Institutional Influences
This institutional influence has been identified as factor contributing to
absenteeism in the school system. Among the institutional influences which
are frequently cited as contributing to absenteeism are the content, relevance
and delivery of the curriculum, attitude of teachers, peer group relationship
and the school ethos as reflected in the use of corporal and other forms of
punishment (Reid, 1987). In earlier studies Reid (1982) found that many
26
pupils and their parents place a high value on the acquisition of the basic
skills-reading, writing and mathematics. They also prefer relevant vocational
courses as life skills to what they refer to as peripheral subjects like religious
education, French e.t.c. He further pointed out that the biggest problem in the
secondary school curriculum is the lack of structure. However any
meaningful secondary curriculum irrespective of subject content must have a
coherent structure, be relevant, well planned, well taught and challenging.
When its not the result are alienation, apathy, rejection disaffection in some
cases of absenteeism.
A curriculum which can arouse their interest is necessary to encourage
regularly, but certainly not sufficient they would need to feel that attendance
brings greater personal and social benefit than absence.
Galloway (1982) said hidden truancy occurs when pupils absent
themselves after the attendance register has been completed and anecdotal
evidence from teachers suggests that this is a substantial problem at some
schools. Further more in a study, parents were asked about problems at
school which might have been contributing to their childrens poor
attendance. There remarks were bullying, fear of teachers, extreme dislike of
any particular subject, boredom, a sense of academic failure, difficulty with
social relationship with other pupils, influence of peers, anxiety etc.
27
the degree or extent to which the system has achieved both national aims and
educational objectives. One of the broad national objectives of education is to
prepare children for useful living within the society as well as for higher
education. So when a student withdraws from the system prematurely, it
means the school system has failed to prepare him to useful living in the
society. And at the same time he/she cannot obtain any form of higher
education. Its at this note that we would say the system has therefore proved
itself to be to some extent ineffective. From the above analysis it can be
concluded that absenteeism, attrition (wastage). Dropouts in our educational
system have adverse effects on both its efficiency and effectiveness.
2.7
Summary of Review
This chapter has attempted to examine the causes of school dropout
31
CHAPTER THREE
RESEARCH METHOD
3.0
Introduction
32
Research Design
The study adopted the descriptive survey research design. Survey
school teachers under the services of the state ministry of Basic and
secondary education in Sapele Local Government Area of Delta state. This
number is summed up to be 928 teachers for primary schools and 712 for
secondary schools as provided by the state ministry of Secondary and basic
Education (www.deltastate.gov.ng).
3.3
total number of 200 participating teachers (100 each from primary and
33
Research Instrument
To guide this research, the instrument labeled perceptions of teachers
34
Reliability of Instrument
In research, reliability determines the degree of consistency to which
35
3.8
counts. After which, the responses was coded and entered into a computer
statistical software (Statistical Package for the Social Sciences) SPSS version
17. In answering the research questions, the total mean score of the
respondents for individual items was used. . Items with a simple means score
of 2.5 and above was accepted while items of between 2.5-2.0 was regarded
as weakly acceptable and items below 2.0 was rejected out rightly. However,
the t-test analysis was used to test hypotheses respectively at a significance
level of 0.05. This test was chosen because the t-test establishes the
differences between mean of two independent samples.
CHAPTER FOUR
PRESENTATION OF RESULTS; DATA ANALYSIS AND DISCUSSION
36
4.0
Introduction
The field work was done within an interval of three weeks. Two
Presentation of Result
Frequency
Percentage
Urban
100
50
Rural
100
50
Total
200
100
Table 4.1 shows the distribution of respondents by location. Thus there was
an even distribution of participants.
Table4. 2: Gender Distribution of Participants
Location
Frequency
Percentage
Male
88
44
37
Female
112
56
Total
200
100
Table 4.2 shows the gender distribution of respondents. The table shows that
88(44%) of respondents were males against the 112(56%) of respondents that
were females.
Table 4.3: Level of Experience of Participants
Level
Frequency
Percentage
1-10 years
86
43
Above 10 years
114
57
Total
200
100
Table 4.3 shows the level of experience of participants. It shows that 86(43%)
of respondents have had an experience of 1-10 years while 114(57%) have
had an experience of over 10 years.
Section B: Test Variables
Answer to Research Questions
Research Question One: Is there any difference on the perception of
primary and secondary school teachers on illness and physical disability as a
factor responsible for school dropout?
This research question was answered by items 1-2 of the research
instrument as shown in the table below.
Table 4.4: Teachers response on Illness/Physical Disability as a Factor
for School dropout
S/N
1
2
Question
SA
SD
Mean Decision
20
2.83
Accept
3.38
Accept
38
3.11
Cumulative Mean
The Table above shows the level of teachers acceptance of illness and
physical disability as a factor contributing to school dropouts. The cumulative
mean of 3.11 indicates that illness/physical disability is a factor contributing
to school dropout.
Research Question Two: Is there any difference on the perception of
primary and secondary school teachers on students indiscipline as a factor
responsible for school dropout?
This research question was answered by items 3-6 of the research
instrument as shown below.
Table 4.5: Teachers response on Student Indiscipline as factor for
School dropout
S/N
3
4
5
6
Question
SA
40
70 55
35
2.58
Accept
90
45 23
24
2.83
Accept
120 70 10
3.55
Accept
60
60
2.43
Weak
35 40
SD Mean Decision
2.85
The table above shows a wide level of acceptance of all the items relative to
student indiscipline as a factor of school dropout except for item 6. The
cumulative mean score of 2.85 however, indicates that student indiscipline is
a factor of school dropout.
Research question Three: Is there any difference on primary and secondary
school teachers perception of environmental conditions as a factor
responsible for school dropout?
The answer to this research question was determined by items 7-10 of
the research instrument.
39
9
10
Question
SA
SD
Mean Decision
70
45 85
2.93
Accept
131 61 8
3.58
Accept
82
80 27
11
3.17
Axxept
40
70 85
2.73
Accept
3.10
12
13
Question
SA A D SD Mean Decision
discipline/corporal 31 55 91 23 2.47 Weak
strict
punishment in school make
student drop out of school.
Students dropout from school 25
because of fear of being beaten
by their peers.
Students dropout from school 21
because of teachers attitude.
Cumulative Mean
61 56 58
2.27
Weak
82 22 75
2.25
Weak
2.33
40
The table above shows a weak acceptance of all the items relative to school
phobic and school dropout. The cumulative mean score of 2.33 thus shows
that school phobic have a weak influence over school dropout.
Research question Five: Is there any difference on the perception of primary
and secondary school teachers on financial hardship as a factor responsible
for school dropout?
The answer to this research question was determined by items 14-18 of the
research instrument.
Table 4.8:
Teachers Response as to financial Hardships as a factor of School
dropout
S/N
Question
14
15
16
17
18
SA A
80
SD Mean Decision
45 75 0
3.03
Accept
121 70
3.56
Accept
41
98
61
2.9
Accept
120 63
17
3.52
Accept
131 48
10
11
3.50
Accept
3.27
The table above shows an acceptance of all the items relative to financial
hardships as a factor that affects school dropout. The cumulative mean score
of 3.27 is an indication that financial hardships contributes to school dropout.
Test of Hypotheses
Research Hypothesis One: There is no significant difference on the
perceptions of primary and secondary school teachers on illness/physical
disability as a factor responsible for school dropout.
41
Table 4.9:
Test of Significance difference on Teachers Perception of on
Illness/Disability as a factor Affecting School Dropout
Variable
N
Total Mean SD
t-cal tDf P-value
Decision
Score
crit.
Primary
100 646
Secondary
100
598
6.46
5.98
4.58
2.13
Accept
Null
Hypothesis
The table above indicates that the calculated t value of 0.983 is lesser than the
critical t-value of 1.972 which indicates that there is no significant difference
on primary and secondary school teachers perception of illness/disability as a
factor affecting school dropout.
Research Hypothesis Two: There is no significant difference on the
perception of primary and secondary school teachers on students indiscipline
as a factor responsible for school dropout.
Table 4.10: Test of Significance difference on Teachers Perception of Indiscipline as
a factor Affecting School Dropout.
Variable
N
Total Mean SD
t-cal tDf P-value
Decision
Score
crit.
Primary
100 1124
11.24
4.58
Secondary
100
11.56
2.13
1156
Accept
Null
Hypothesis
The table above indicates that the calculated t value of -0.789 is lesser that
the critical t-value of 1.972 which indicates than there is no significant
difference on primary and secondary school teachers perception of
Indiscipline as a factor affecting school dropout.
Research Hypothesis Three: There is no significant difference on the
perception of primary and secondary school teachers on environmental
conditions as a factor responsible for school dropout.
Variable
Total Mean SD
Score
Primary
100 1160
11.60
3.57
t-cal
tcrit.
Df
P-value
2.76
Decision
Reject
42
Secondary 100
1320
13.20
0.68
Null
Hypothesis
of
The table above indicates that the calculated t value of 2.76 is greater than the
critical t-value of 1.972 which indicates that there is a significant difference
on primary and secondary school teachers perception of Environmental
factor as a factor affecting school dropout.
Research Hypothesis Four: There is no significant difference on the
perception of primary and secondary school teachers on school phobics as a
factor responsible for school dropout.
Variable
Primary
100 925
Secondary 100
Total Mean SD
Score
706
9.25
7.06
4.67
t-cal
tcrit.
Df
P-value
3.06
2.13
Decision
Reject
Null
Hypothesis
The table above indicates that the calculated t value of 3.06 is greater than
the critical t-value of 1.972 which indicates that there is a significant
difference on primary and secondary school teachers perception of School
phobic as a factor affecting school dropout.
Research Hypothesis Five: There is no significant difference on the
perception of primary and secondary school teachers on financial hardship as
a factor responsible for school dropout.
Variable
Primary
100 1585
Secondary 100
Total Mean SD
Score
1685
15.85
3.67
16.85
2.43
t-cal
tcrit.
Df
P-value
2.12
Decision
Reject
Null
Hypothesis
43
The table above indicates that the calculated t value of 2.12 is greater than the
critical t-value of 1.972 which indicates that there is a significant difference
on primary and secondary school teachers perception of School phobic as a
factor affecting school dropout.
4.2
Discussion of Findings
This study investigated teachers perception as to factors that affect
school dropouts. The study raised five research questions and five
hypotheses. The study found out that there was a high level of acceptance of
students illness and disability as factors that could affect school dropouts as
the cumulative mean score of 3.11 indicated a very high level of
acceptability. In the same vein, the acceptance of indiscipline was also
indicated by a cumulative mean score of 2.85. A test of hypotheses also
indicated that there was no significant difference on the perception of primary
and secondary school teachers as to Illness/disability and student indiscipline
as to its contribution to school dropout. These observations imply that both
primary and secondary school teachers hold the same views of these factors
as to their contribution to school dropout. The observation is also in
consonance with those of Zhu, et al., (2002) who asserted that illness among
school children during influenza season could contribute greatly to school
absenteeism.
In another development, the study also indicated a high level of
acceptance of environmental factor as a strong indicator of school dropout
rate while identifying school phobic as a very weak indicator these claims
44
was clearly shown in the cumulative mean scores of 3.10 and 2.33
respectively. The test of hypothesis however, indicated a significant
difference on the opinions of both primary and secondary school teachers on
both factors. The acceptance of these factors as determinants of school
dropouts are in agreement with those of
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1: Summary of the Study
The study focused on teachers perception of factors affecting school
dropout in Sapele Local Government Area of Delta State. The study stated as
its study objective as determination of differences in Primary and Secondary
school teachers perception of factors that affecting school dropout. In a
45
2.
3.
46
4.
5.
5.2
Conclusion
This study concludes that factors affecting school dropout includes illness
Recommendations
At the end of the study, the following recommendations are made.
1. Teachers and parents should Endeavour to have a very close
monitoring of activities of young people so as to curb the high rate of
school absenteeism.
2. The government should establish monitoring units that will help bring
school age children who are out of school into the school children.
5.4:
participants in the area of study thus the generalizations made by the study
47
was made to represent the general opinion of primary and secondary school
teachers in the area. The process of obtaining and securing permission so as
to mobilize the study participants were another challenge that faced this
study, as the unwelcoming nature of some teachers during the field work was
almost frustrating to the successful end and actualization of the study.
References
Adesina, S., Akinyemi, k. and Ajayi, K. (1983) Nigeria Education Trend and
Issues. University of Ife press ltd., Ile- Ife.
Agezo, C.K., and Christian, G. (2000). The impact of economic environment
on primary school attendance: A case study of Elmina in the Central
Region of Ghana. Journal of Educational Management, 4:137-143
Agyei, K.A, Biritwum, R.B., Ashitey, A.G., and Hill, R.B. (2000).
Sexualbehaviour
andcontraceptive
use
among
unmarried
adolescentsand young adults in greater Accra and Eastern Regions of
Ghana. Journal of Biosocial Science, 32:495-512.
Amoateng, K.N ( 2002). The Youth. Ghanaian Times, Friday, August 9,
2002. P11.
48
international Edition.
Mahmood, S., Maann, A. A., Tabasam, N. and Niazi, S. K. (2005). Socioeconomi Determinants of Child Labour in Automobile and Engineering
Workshops. Journal of Agriculture and Social Science13:2235
Njau, P. W., and Wamahu, S. (1994). School dropout and adolescent
pregnancy: Counting thecost. Paper presented to forum for African
Women Educationists, Nairobi, Kenya.
49
APPENDIX I
PERCEPTION OF TEACHERS ON FACTORS RESPONSIBLE FOR
SCHOOL DROPOUT QUESTIONNAIRE
Please fill were appropriate and tick where necessary, be rest assured that
your responses will be used for research purpose only.
Part A: Demographic Variables
1.
Name of school :_____________________________________
2.
Sex: Male ( ) Female ( )
3.
Location of school: Urban ( ) Rural ( )
4.
Teachers Experience
1-10 years ( )
11-35 years ( )
PART B
51
Please indicate the extent to which you agree to the following statements.
Your responses will be graded in the following scale.
Key: SA= Strongly Agree, A=Agree D=disagree, SD= Strongly Disagree
ILLNESS/PHYSICAL DISABILITY
S/N
1
2
Question
SA
SD
SA
SD
SA
SD
STUDENT INDISCIPLINE
S/N
Question
5
6
ENVIRONMENTAL CONDITIONS
S/N
Question
10
52
SCHOOL PHOBICS
S/N
11
12
13
Question
SA
SD
FINANCIAL HARDSHIPS
S/N
14
Question
16
17
18
15
SA
SD
53