FACTORS CONTRIBUTING TO SCHOOL DROPOUT AMONG LEARNERS IN GOVERNMENT-AIDED PRIMARY SCHOOLS: A CASE STUDY OF ST. LUKE PRIMARY SCHOOL, GOMA DIVISION
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter outlines the background of the study, statement of the problem, purpose of the study, research objectives, research questions, scope of the study, justification, significance, hypotheses, conceptual framework, and operational definitions of key terms and concepts.
1.1 Background of the Study
Globally, school dropout remains a significant barrier to achieving inclusive and equitable quality education, as emphasized in Sustainable Development Goal 4. In 2021, over 244 million children and youth were reported to be out of school, with the highest numbers recorded in low-income countries. School dropout is influenced by a range of socio-economic, cultural, and institutional factors such as poverty, child labour, gender inequality, early marriages, and inadequate school infrastructure. The COVID-19 pandemic further worsened the situation by forcing many vulnerable learners, particularly from low-income households, out of the education system permanently.
In Africa, especially in Sub-Saharan Africa, school dropout continues to hinder human capital development. The region records the highest number of out-of-school children globally, particularly at the primary level. Common contributing factors include poverty, lack of parental support, insufficient learning materials, long distances to school, and cultural norms that prioritize boys’ education over girls’. Weak education systems, limited funding, and poor monitoring mechanisms further aggravate the situation, particularly in rural and peri-urban areas where schools often lack adequate resources and motivated teachers.
In Uganda, despite the introduction of Universal Primary Education (UPE) in 1997 aimed at increasing access to education, dropout rates remain high in government-aided primary schools. Approximately 60% of pupils fail to complete primary education. Key contributing factors include poverty, which forces children into labour, early pregnancies, inadequate sanitary facilities for girls, overcrowded classrooms, and teacher absenteeism. Cultural beliefs and negative parental attitudes toward education also contribute to the problem, especially in communities where education is not highly valued.
At St. Luke Primary School in Goma Division, these broader challenges are evident at the local level. Many learners face food insecurity, unstable family environments, and lack of scholastic materials, all of which discourage school attendance and contribute to dropout. Poor school funding has resulted in inadequate facilities and low teacher morale, negatively affecting the learning environment. Additionally, local businesses often attract children with small income opportunities, and weak parental supervision further contributes to increased dropout rates.
Overall, school dropout in government-aided primary schools such as St. Luke Primary School is influenced by a combination of global, regional, and local factors. Addressing this issue requires integrated strategies, including community sensitization, improved funding, stronger policy implementation, and targeted support for vulnerable learners.
1.2 Problem Statement
School dropout remains a major challenge to achieving inclusive and equitable quality education worldwide. Millions of children remain out of school, particularly in low-income regions where poverty, gender inequality, and inadequate school infrastructure persist. The COVID-19 pandemic further intensified the crisis by disrupting learning and pushing vulnerable learners out of school.
In Sub-Saharan Africa, dropout rates are particularly high, especially at the primary level. Factors such as poverty, limited parental involvement, long distances to school, and cultural practices that disadvantage girls contribute significantly to this issue. Inadequate funding, insufficient learning materials, and weak education systems further worsen the situation.
In Uganda, despite the implementation of UPE, dropout rates remain alarmingly high, with many pupils failing to complete primary education. Contributing factors include poverty, child labour, early pregnancies, lack of proper school facilities, overcrowded classrooms, and teacher absenteeism. Negative attitudes toward education and cultural beliefs also undermine learners’ commitment to schooling.
At the local level, St. Luke Primary School in Goma Division reflects these challenges. Many learners face economic hardships, lack basic necessities, and are pressured to engage in income-generating activities. Poor school infrastructure, low teacher motivation, and minimal parental involvement contribute to absenteeism and eventual dropout.
If not addressed, the persistent dropout problem will continue to hinder educational progress and human capital development. Therefore, it is necessary to investigate the specific factors contributing to school dropout in this context to inform effective interventions.
1.3 Purpose of the Study
The purpose of this study is to examine the factors contributing to school dropout among learners in government-aided primary schools, with specific reference to St. Luke Primary School in Goma Division.
1.4 Objectives of the Study
i. To identify socio-economic factors influencing school dropout among learners.
ii. To examine the contribution of school-related factors such as infrastructure, teacher availability, and learning environment to dropout rates.
iii. To assess the influence of parental involvement and cultural beliefs on learner retention and completion of primary education.
1.5 Research Questions
i. What socio-economic factors contribute to school dropout among learners?
ii. How do school-related factors influence dropout rates?
iii. What is the impact of parental involvement and cultural beliefs on learner retention?
1.6 Scope of the Study
1.6.1 Content Scope
The study will focus on socio-economic factors, school-related factors, and parental and cultural influences affecting school dropout.
1.6.2 Time Scope
The study will be conducted over a period of six months.
1.6.3 Geographical Scope
The study will be carried out in Goma Division, Mukono District.
1.7 Significance of the Study
Informing Stakeholders:
The study will provide insights to educators, policymakers, and administrators to help design effective strategies to reduce dropout rates.
Policy Development:
Findings will support the development and review of education policies aimed at improving access, retention, and quality of education.
Community Awareness:
The study will enhance awareness among parents and communities about their role in supporting children’s education.
Academic Contribution:
The research will contribute to existing knowledge and serve as a reference for future studies on school dropout.
1.8 Definition of Key Terms
School Dropout:
Refers to the situation where a learner leaves school before completing the required level of education.
Learner:
An individual engaged in the process of acquiring knowledge, skills, and competencies through formal or informal education.
1.9 Delimitations of the Study
School dropout in government-aided primary schools is influenced by various factors, including poverty, limited parental support, inadequate school facilities, overcrowded classrooms, and lack of learning materials. Teacher absenteeism, poor school environment, and harsh disciplinary practices may also discourage learners. Cultural practices such as early marriages and gender discrimination further contribute to dropout, particularly among girls. Additionally, peer pressure, child labour, and domestic responsibilities disrupt learners’ education, increasing dropout rates.
