Research consultancy

Research consultancy

FAMILY ADMINISTRATIVE PRACTICES AND STUDENT RETENTION IN SECONDARY SCHOOLS IN HUYE DISTRICT, RWANDA

CHAPTER ONE: INTRODUCTION

1.0 Introduction

This chapter presents the background of the study, problem statement, research objectives, questions, significance, scope, and limitations.

1.1 Background to the Study

A family is defined as a fundamental social unit typically comprising one or two parents and their children (Farlex, 2012). Education serves as the backbone of economic growth and societal development, fostering a skilled workforce essential for progress (Govender et al., 2013).

Aurela (2011) highlights Japan’s near 100% student retention rate, attributing it to government interventions that bridge socio-economic disparities among families. Similarly, Morline (2009) found that educated populations contribute more effectively to development, whereas nations with economic inequalities struggle with retention. In Argentina, Ortega (2012) identified socio-economic barriers, particularly for girls from low-income families, as key factors in low retention rates.

In Sub-Saharan Africa, initiatives like free secondary education aim to improve access by eliminating financial barriers (Pauline, 2013). Despite global declines in out-of-school children, retention remains a challenge, with 52% of African adolescents failing to complete secondary education (UNICEF, 2014).

Taban (2010) noted that regressive cultural practices, poverty, and gender biases hinder girls’ academic progression in Tanzania. Rwanda, despite high enrollment rates (97% in primary), faces retention challenges in secondary education, with only 33% net enrollment (MINEDUC, 2014; UNICEF, 2015).

Huye District, despite resource availability and effective teaching (Bizimana & Orodho, 2014), struggles with student retention, necessitating this study.

1.2 Statement of the Problem

Despite increased enrollment in Rwandan secondary schools, retention remains below government targets. Huye District has made strides in education access, yet many students leave before completion. Rwanda allocates 19.3% of its GDP to education (UNESCO, 2011), yet secondary school completion rates remain low. This study investigates how family administrative practices influence student retention.

1.3 Purpose of the Study

To examine the relationship between family administrative practices and student retention in secondary schools in Huye District.

1.4 Objectives

1. General Objective:

   • Assess the relationship between family administrative practices and student retention.

2. Specific Objectives:

   • Examine the influence of parental monitoring and supervision on retention.

   • Identify challenges affecting student retention.

   • Establish the link between family practices and retention.

1.5 Research Questions

1. How does parental monitoring and supervision influence retention?

2. What challenges affect student retention in Huye District?

3. What is the relationship between family practices and retention?

1.6 Significance of the Study

• Stakeholders: Informs strategies to improve retention.

• Educational Leaders: Guides policy formulation.

• Researchers: Provides reference material.

• Researcher: Fulfills academic requirements.

1.7 Limitations

• Respondent reluctance.

• Time constraints.

• Potential requests for monetary incentives.

1.8 Scope

• Study Scope: Parental monitoring, retention challenges, family practices.

• Geographical Scope: Huye District.

• Time Scope: To be determined.

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction

This chapter reviews literature on family administrative practices and student retention.

2.1 Parental Monitoring and Supervision

Parental involvement significantly impacts retention (Wilkinson, 2010). Epstein (2001) emphasizes partnerships between families, schools, and communities. Studies highlight socio-economic status (SES), parental education, and home environment as key determinants (Ahhunawallia, 1985; Panda, 1982). Effective home supervision enhances academic performance (Desforges & Abouchaar, 2011).

2.2 Challenges in Student Retention

• Economic Barriers: Poverty limits access to education (Kamoga, 2010).

• Cultural Factors: Gender biases and domestic responsibilities disproportionately affect girls (Atekyereza, 2012).

• School Environment: Overcrowding, corporal punishment, and teacher absenteeism hinder retention (Mutodi, 2014).

• Health Issues: Malnutrition and HIV/AIDS reduce attendance (Kasonde, 2013).

2.3 Relationship Between Family Practices and Retention

Family economic stability, parental education, and home learning environments critically influence retention (Fantana, 2012). Poor living conditions and lack of academic support contribute to dropout rates (Watson, 2013).

2.4 Theoretical Framework

• Vincent Tinto’s Model: Emphasizes academic and social integration.

• Bean and Eaton’s Model: Focuses on psychological and environmental factors.

CHAPTER THREE: METHODOLOGY

3.0 Introduction

This section outlines research design, population, sampling, data collection, and analysis.

3.1 Research Design

A mixed-methods case study approach will be used, combining qualitative and quantitative data.

3.2 Target Population

Headteachers, teachers, and students in Huye District.

3.3 Sample Size and Techniques

148 respondents selected using Krejcie and Morgan’s (1970) table.

3.4 Data Collection Instruments

• Questionnaires: Structured surveys for quantitative data.

• Interviews: Guided discussions with headteachers.

3.5 Data Analysis

• Quantitative: SPSS for statistical analysis.

• Qualitative: Thematic content analysis.

3.6 Ethical Considerations

• Approval from university and schools.

• Informed consent and confidentiality assurance.