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, problem statement, purpose, objectives, research questions, scope, justification, significance, hypotheses, conceptual framework, and definitions of key terms.
1.1 Background of the Study
Globally, school dropout remains a major obstacle to achieving inclusive and equitable quality education as envisioned under Sustainable Development Goal 4 (UNESCO, 2020). In 2021, over 244 million children and youth were out of school, with the highest rates observed in low-income countries. Dropout is driven by a combination of socio-economic, cultural, and institutional factors, including poverty, child labour, gender inequality, early marriages, and poor school infrastructure (UNICEF, 2021). The COVID-19 pandemic further worsened the situation by forcing many vulnerable learners, particularly those from disadvantaged households, to permanently leave the education system.
In Sub-Saharan Africa, school dropout is a widespread concern that undermines human capital development. The region records the highest global rates of out-of-school children, especially at the primary level (World Bank, 2022). Common contributing factors include poverty, inadequate parental support, long distances to school, limited access to learning materials, and socio-cultural practices that prioritize boys’ education over girls’ (Gondwe & Walenkamp, 2019). Weak policy implementation, poor monitoring, and underfunding of government-aided schools further intensify the problem.
In Uganda, despite the introduction of Universal Primary Education (UPE) in 1997 to expand access, dropout rates remain high. Approximately 60% of learners leave school before completing Primary Seven (UBOS, 2022). Factors such as poverty, child labour, early pregnancies, lack of sanitary facilities, overcrowding, and teacher absenteeism significantly contribute to dropout (Kakuru, 2020). Cultural norms and negative parental attitudes toward education also play a role.
At St. Luke Primary School in Goma Division, these broader challenges are reflected locally. Learners face food insecurity, unstable home environments, and lack of scholastic materials. Limited school funding has led to poor infrastructure and low teacher morale, while local economic activities often attract children away from school. Consequently, dropout is influenced by a complex interaction of global, regional, and local factors.
1.2 Problem Statement
School dropout continues to hinder the attainment of quality education worldwide. Despite global commitments under SDG 4, millions of children remain out of school due to poverty, inequality, and weak educational systems (UNESCO, 2021). The COVID-19 pandemic further intensified this challenge by disrupting schooling and increasing vulnerability among disadvantaged learners.
In Sub-Saharan Africa, dropout rates remain the highest globally, driven by poverty, cultural norms, and inadequate school resources (World Bank, 2022). Uganda reflects this trend, with about 60% of learners failing to complete primary education (UBOS, 2022). Factors such as child labour, early pregnancies, poor infrastructure, and low parental involvement continue to affect retention.
At St. Luke Primary School in Goma Division, learners face challenges such as poverty, lack of learning materials, and pressure to engage in income-generating activities. Poor school conditions and limited parental support further worsen the situation. If not addressed, these issues will continue to undermine educational outcomes and national development goals.
1.3 Purpose of the Study
The study aims to investigate the factors contributing to school dropout among learners in government-aided primary schools, focusing on St. Luke Primary School in Goma Division.
1.4 Objectives of the Study
i. To identify socio-economic factors influencing school dropout.
ii. To examine school-related factors such as infrastructure and teacher availability.
iii. To assess the role of parental involvement and cultural beliefs in learner retention.
1.5 Research Questions
i. What socio-economic factors influence school dropout?
ii. How do school-related factors contribute to dropout?
iii. What role do parental involvement and cultural beliefs play?
1.6 Scope of the Study
- Content Scope: Socio-economic, school-related, and cultural factors influencing dropout.
- Geographical Scope: Goma Division, Mukono District.
- Time Scope: Six months.
1.7 Significance of the Study
The study will inform policymakers, educators, and stakeholders on effective strategies to reduce dropout rates. It will contribute to policy development, enhance community awareness, and provide a basis for future academic research.
1.8 Definition of Key Terms
- School Dropout: Leaving school before completion of a given education level.
- Learner: An individual engaged in acquiring knowledge or skills.
1.9 Delimitations
Dropout is influenced by poverty, poor parental involvement, inadequate school infrastructure, teacher absenteeism, cultural practices, and peer influence.
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
This chapter reviews literature aligned with the study objectives.
2.2 Socio-Economic Factors
Poverty, parental education, family size, and gender inequality significantly influence dropout rates. Learners from low-income families often lack essential resources and are forced into labour.
2.3 School-Related Factors
Poor infrastructure, inadequate teaching staff, and negative learning environments contribute to dropout. Overcrowding and lack of resources reduce learner engagement.
2.4 Parental Involvement and Cultural Beliefs
Active parental involvement improves retention, while cultural practices such as early marriage hinder education, particularly for girls.
2.5 Summary
Dropout is driven by a combination of socio-economic, institutional, and cultural factors requiring holistic interventions.
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This chapter outlines the research design, population, sampling, data collection, and analysis methods.
3.2 Research Design
A case study design will be used to gain in-depth understanding of dropout factors.
3.3 Population and Sample
The study will involve teachers, head teachers, and pupils, with a sample size of 86 respondents selected.
3.4 Sampling Techniques
Purposive and simple random sampling will be used.
3.5 Data Collection Methods
Data will be collected through interviews, document review, focus group discussions, and observation.
3.6 Validity and Reliability
Pretesting will ensure accuracy and consistency of instruments.
3.7 Data Analysis
Qualitative data will be analyzed through thematic interpretation.
3.8 Ethical Considerations
Participation will be voluntary, confidential, and based on informed consent.
