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, the problem statement, purpose, objectives, research questions, scope, justification, significance, hypotheses, conceptual framework, and operational definitions of key terms and concepts.
1.1 Background of the Study
Globally, school dropout continues to be a major obstacle to achieving inclusive and equitable quality education as emphasized in Sustainable Development Goal 4. Reports indicate that over 244 million children and youth were out of school in 2021, with the highest rates recorded in low-income countries. School dropout is driven by a combination 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 out of school permanently.
In Africa, particularly Sub-Saharan Africa, dropout rates remain the highest in the world, especially at the primary level. Common contributing factors include poverty, lack of parental support, limited learning materials, long distances to school, and cultural beliefs that favor boys’ education over girls’. Weak education systems, poor monitoring, and underfunding of government-aided schools further intensify the problem, particularly in rural and peri-urban areas.
In Uganda, despite the introduction of Universal Primary Education (UPE) in 1997 to improve access, dropout rates remain high. Statistics show that approximately 60% of learners do not complete primary education. Contributing factors include poverty, child labour, early pregnancies, lack of sanitation facilities, overcrowded classrooms, and teacher absenteeism. Cultural attitudes and low parental prioritization of education also play a significant role.
At St. Luke Primary School in Goma Division, these challenges are evident. Many learners face hunger, unstable family conditions, and lack of scholastic materials. Poor funding has led to inadequate facilities and low teacher morale. Additionally, children are often drawn into small income-generating activities, and weak parental supervision contributes to absenteeism and eventual dropout.
1.2 Problem Statement
School dropout remains a significant global challenge, undermining efforts to achieve equitable education. Millions of children remain out of school due to poverty, inequality, and poor infrastructure, a situation worsened by the COVID-19 pandemic.
In Sub-Saharan Africa, the problem is particularly severe due to persistent poverty, cultural barriers, and limited educational resources. Uganda reflects this trend, with high dropout rates despite policies like UPE. Many learners leave school before completing primary education due to economic hardship, early pregnancies, inadequate facilities, and poor school conditions.
At the local level, St. Luke Primary School in Goma Division experiences similar challenges. Learners face difficult home environments, lack of basic needs, and pressure to work. Poor infrastructure, low teacher motivation, and limited parental involvement further contribute to dropout.
Unless addressed, this issue will continue to hinder educational development and human capital growth. Therefore, it is essential to investigate the specific causes of dropout in this context to inform effective interventions.
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 among learners.
ii. To examine school-related factors such as infrastructure, teacher availability, and learning environment.
iii. To assess the impact of parental involvement and cultural beliefs on learner retention.
1.5 Research Questions
i. What socio-economic factors influence school dropout?
ii. How do school-related factors contribute to dropout rates?
iii. What role do parental involvement and cultural beliefs play in learner retention?
1.6 Scope of the Study
Content Scope:
The study focuses on socio-economic factors, school-related factors, and parental and cultural influences on dropout.
Time Scope:
The study will be conducted over a period of six months.
Geographical Scope:
The research will take place in Goma Division, Mukono District.
1.7 Significance of the Study
Informing Stakeholders:
The study will provide insights to teachers, school administrators, and policymakers to design effective interventions for reducing dropout.
Policy Development:
Findings will support the formulation of evidence-based education policies and reforms.
Community Awareness:
The study will promote awareness among parents and communities about the importance of supporting education.
Academic Contribution:
It will contribute to existing research and serve as a reference for future studies.
1.8 Definition of Key Terms
School Dropout:
The act of leaving school before completing the required level of education due to factors such as poverty, child labour, or social challenges.
Learner:
An individual engaged in acquiring knowledge and skills through formal or informal education.
1.9 Delimitations
School dropout is influenced by multiple factors including poverty, poor parental involvement, inadequate infrastructure, teacher absenteeism, and cultural practices such as early marriage. Peer pressure, child labour, and domestic responsibilities also contribute significantly.
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
This chapter reviews existing literature related to the study objectives.
2.2 Socio-Economic Factors
Socio-economic conditions such as poverty, parental education, and family size strongly influence school dropout. Learners from low-income families often lack basic school necessities and may be forced into labour. Gender inequality further increases dropout risks, particularly for girls due to early marriage and pregnancy.
2.3 School-Related Factors
Poor infrastructure, overcrowded classrooms, and teacher shortages negatively affect learner retention. Inadequate facilities and unsafe learning environments discourage attendance and increase dropout rates.
2.4 Parental Involvement and Cultural Beliefs
Active parental involvement improves retention, while negative cultural beliefs such as prioritizing marriage over education reduce school completion rates, especially among girls.
2.5 Summary of Literature
The literature highlights poverty, poor infrastructure, limited parental involvement, and cultural practices as key drivers of school dropout. Addressing these factors requires comprehensive interventions.
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This chapter describes the research design, population, sampling, data collection methods, and analysis procedures.
3.2 Research Design
The study adopts a case study design to provide an in-depth analysis of dropout factors at St. Luke Primary School.
3.3 Population
The study will involve head teachers, teachers, and pupils.
3.4 Sample Size
A sample of 86 respondents will be selected from a population of 110 using established sampling methods.
3.5 Sampling Techniques
Purposive sampling will be used for teachers and head teachers, while simple random sampling will be used for pupils.
3.6 Research Instruments
Data will be collected using interviews, document review, focus group discussions, and observation.
3.7 Validity and Reliability
Research instruments will be pre-tested to ensure accuracy and consistency.
3.8 Data Collection Procedure
Approval will be obtained before data collection, followed by pretesting and actual data gathering.
3.9 Data Analysis
Qualitative data will be analyzed through coding, theme identification, and interpretation.
3.10 Ethical Considerations
Participants’ confidentiality will be ensured, and participation will be voluntary. All information will be used strictly for academic purposes.
