FACTORS CONTRIBUTING TO SCHOOL DROPOUT AMONG LEARNERS IN GOVERNMENT AIDED PRIMARY SCHOOLS.A CASE STUDY OF ONE OF THE SELECTED SCHOOL IN GOMBA DIVISION, MUKONO.

                                                                      ABSTRACT

The topic of study was factors contributing to school dropout among learners in government aided primary schools. A case study of one of the selected school in Gomba division, Mukono, the objectives of the study were; to identify the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners in St. Luke Primary School, to examine the role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout .rates among learners and to assess the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School.

It is impossible to study the whole targeted population of the study and therefore the researcher took a sample of the population this is also further supported by Mugenda, (2003) who notes that a researcher should choose a sample out of the whole targeted population. A sample is a subset of the population that comprises members selected from the population. Using Krejcie and Morgan’s (1970) table for sample size determination approach, a sample size of 32 respondents was selected from the total population of 35 of both, leaners, Teachers and Head Teachers.

The study concludes that socio-economic factors particularly low family income, gender roles, and parental education are the primary drivers of school dropout among learners. Financial constraints limit access to basic school needs and often force children into labor, while cultural gender expectations disproportionately affect girls through early marriage and pregnancy and boys through income-generating activities. The study concludes that school-related factors particularly infrastructure, teacher availability, and the overall learning environment play a critical role in influencing learner dropout rates. Inadequate school infrastructure, including poor classrooms, insufficient sanitation facilities, and lack of learning materials, creates an unconducive environment that discourages consistent attendance and engagement, the findings highlight that improving school facilities, ensuring adequate and competent teacher staffing, and fostering a safe, inclusive, and supportive learning environment are essential strategies for enhancing learner retention and reducing dropout rates, the study recommends that the government and relevant stakeholders should implement targeted economic support programs to address the influence of socio-economic factors on school dropout. This includes expanding scholarship schemes, providing school feeding programs, and introducing conditional cash transfers to low-income households to cover indirect costs such as uniforms, textbooks, and transportation, the study recommends strengthening parental involvement and challenging harmful cultural beliefs that contribute to school dropout. The government and civil society organizations should design community-based awareness campaigns to promote the value of education for both boys and girls and discourage early marriage and teenage pregnancy. Schools should establish active Parent-Teacher Associations (PTAs) and regular parental engagement forums to encourage monitoring of children’s academic progress.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

Globally in 2021, 244 million children and youth (ages 6–18) were out of school with 98 million in sub-Saharan Africa alone (of which 118.5 million were girls and 125.5 million were boys), however the School dropout remains a pervasive challenge in Africa accentuated by limited political support, economic hardship, conflicts, and infrastructural gaps. Progress has been uneven at best, currently Nigeria ranked particularly the highest, with 20 million children out of school while Ethiopia the Dropout rate was approximately 13%  by 2022, while in Kenya among adolescents surveyed after COVID-19 school closures, 16% of girls and 8% of boys did not return , Malawi, school  dropout among girls rose from 6.4% to 9.5% between 2020 and 2021, Uganda, After prolonged closures, about 1 in 10 schoolchildren did not return when schools reopened in early 2022 and in South Africa the Number of out-of-school children tripled from 250,000 to 750,000 between March 2020 and July 2021. This dropout rate across the African has inspired the researcher to investigate the factors contributing to school dropout among learners’ in government aided school primary schools in Goma Division

This chapter presents the background of the study, the problem statement, purpose, objectives of the study, research questions, study scope, justification of the study, significance, hypotheses, conceptual framework, as well as operational definition of key terms and concepts.

1.1 Background

Globally, school dropout remains a critical challenge to achieving inclusive and equitable quality education, as outlined in Sustainable Development Goal 4, the United Nations Educational, Scientific and Cultural Organization (UNESCO), over 244 million children and youth were out of school in 2021, with the highest dropout rates recorded in low-income countries (Zickafoose et al., 2024).

School dropout is often influenced by a combination of socio-economic, cultural, and institutional factors some of these factors include; poverty, child labour, gender discrimination, early marriages, and poor school infrastructure and more to that the COVID-19 pandemic exacerbated the situation, pushing many vulnerable learners especially from low-income families out of the education system permanently (Emordi, & Ruth, 2023).

Sub-Saharan Africa continued to have the highest share of out-of-school children, over one-fifth of children aged roughly 6–11 were out of school, rising to around one-third of youth aged 12–14, and nearly 63 million in 2020 of youth aged 15–17 were out of school, in some UIS estimates (Tonegawa, 2022). particularly at the primary level, factors such as household poverty, lack of parental support, limited access to learning materials, long distances to school, and socio-cultural beliefs that prioritize boys’ education over girls’ are common, Moreover, weak education policies, poor monitoring systems, and underfunded government-aided schools further contribute to high dropout rates, the situation is more severe in rural and Peri-urban communities, where school resources and teacher motivation are often inadequate, (Adipat, & Chotikapanich, 2022)

In Uganda, despite the introduction of Universal Primary Education (UPE) in 1997, which aimed to increase access to basic education, school dropout rates remain alarmingly high, especially in government-aided schools; roughly 42.8% of students who begin Primary 1 never complete Primary 7, and this means nearly 43 in every 100 pupils drop out before finishing primary school. The dropout rate is slightly higher for girls (46.4%) compared to boys (44.2%), Contributing factors include household poverty, which forces children into child labour to supplement family income, especially in urban and peri-urban areas like Goma Division. Additionally, early pregnancies, lack of sanitary facilities especially for girls’ overcrowded classrooms, and teacher absenteeism are notable causes (Gunawan, 2025). Cultural practices and negative parental attitudes toward education also play a significant role, especially where education is not perceived as a priority (Shostya, 2021).

Specifically, in government aided primary School in Goma Division, these national challenges are reflected at the community level. Interviews and observations indicate that many learners face food insecurity, unstable home environments, and lack of scholastic materials, which discourage regular attendance and lead to eventual dropout. Inadequate school funding has led to poor classroom conditions and low teacher morale, affecting the overall learning environment. Furthermore, local businesses often attract school-age children with small jobs that provide immediate financial gain, which, combined with minimal parental enforcement of education, contributes significantly to dropout (Hanachor, & Wordu, 2021).School dropout among learners in government-aided primary schools like government aided primary schools in Goma Division is the result of interplay of global, continental, and local factors. Addressing this issue requires a multi-pronged approach involving community sensitization, improved funding, stronger policy implementation, and inclusive support programs that cater to the needs of vulnerable learners.

1.2 Problem statement

Despite the introduction of Universal Primary Education (UPE) in 1997 which was intended to increase access to primary education dropout rates in government-aided primary schools remain alarmingly high, approximately 60% of pupils drop out before completing Primary Seven, of the 6.5 million learners who enrolled in Primary 1 between approximately 2008 and 2011, only about 500,000 reached Senior 6. That equates to fewer than 8% completing the full 13-year education cycle, transition from Senior 1 to Senior 4 exhibits significant attrition: out of around 2.3 million students who qualified for Senior 1 between 2017 and 2020, approximately 945,621 did not make it to Senior 4 (Kamugisha, 2017)

A multitude of factors contribute to this reality, including chronic poverty, child labour, early pregnancies, lack of sanitary facilities for girls, overcrowded classrooms, and rampant teacher absenteeism and more to that cultural beliefs and negative parental attitudes toward education further undermine learners’ motivation and persistence in school (Tibilengwa, 2020).

At the local level, St. Luke Primary School in Goma Division exemplifies the challenges faced by many government-aided schools in Preliminary observations and informal interviews with community members reveal that many learners experience unstable home environments, lack of basic needs such as meals and scholastic materials, and pressure to contribute to household income through petty trade or labour. Inadequate funding has resulted in poor classroom conditions and demoralized teachers, while minimal parental involvement and lax enforcement of education laws have allowed absenteeism and eventual dropout to become normalized.

The persistent dropout problem at St. Luke Primary School in Goma Division is a manifestation of broader global, continental, and national trends, compounded by localized socio-economic and institutional challenges. If left unaddressed, this issue will continue to undermine the country’s educational development goals and efforts to build human capital. Therefore, it is imperative to identify and understand the specific factors contributing to school dropout in this context, in order to inform targeted interventions that can enhance retention and learning outcomes.

1.3 Purpose of the study

1.4 Objectives of the study

1. To identify the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners in St. Luke Primary School, Goma Division.
2. To examine the role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout .rates among learners.

• To assess the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School.

 1.5 Research Questions

1. What are the socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners in Primary Schools, Goma Division?
2. What is the role of school-related factors such as infrastructure, teacher availability, and learning environment contributes to dropout rates among learners?

• To what extent do parental involvement and cultural beliefs impact learners’ retention and completion of primary education of Goma Division?

1.6 Scope of the study

This section included; content scope, geographical scope, and time scope.

1.6.1 Content scope of the study

This section included; the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among ,  school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout and impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education.

1.6.2 Time scope

The study was carried out for at least 6 months this will be from June 2025 to December 2025.

1.6.3 Geographical scope

The study was carried out in Goma Division, Mukono District

Informing Educational Stakeholders:
This study is significant as it provides valuable insights to educational stakeholders, including school administrators, teachers, policymakers, and government education bodies. By identifying the key factors contributing to school dropout in St. Luke Primary School, the findings will help in designing targeted interventions to improve learner retention. This knowledge will support the formulation of practical strategies to address dropout causes such as poverty, absenteeism, poor infrastructure, or lack of parental involvement.

Policy Development and Reform:
The study will contribute to the development and review of educational policies at both the local and national levels. Understanding the root causes of dropout in a government-aided school setting can guide the Ministry of Education and other authorities in creating evidence-based policies that promote inclusive and equitable access to quality education. The findings may influence reforms related to school feeding programs, capitation grants, or community sensitization campaigns.

Community Awareness and Engagement:
This study will raise awareness among parents, guardians, and the broader community about their critical role in supporting children’s education. By highlighting how cultural beliefs, socio-economic status, and family support affect school retention, the study can encourage community engagement in promoting consistent school attendance. Increased awareness may lead to collective action towards addressing the barriers that cause learners to drop out.

Academic Contribution and Future Research:
The study will add to the existing body of knowledge on school dropout in Uganda, especially within the context of government-aided primary schools. It will serve as a reference for future academic research, providing baseline data for comparative studies or evaluations in similar settings. Researchers, scholars, and education students can use the findings to further explore educational challenges and test intervention models in other regions.

1.8 Definition of key terms

School dropout refers to the situation where a learner discontinues or withdraws from formal education before completing the expected level of schooling, such as primary or secondary education. This phenomenon often results in the student permanently leaving the school system without earning the necessary qualifications or certifications.

Socio-economic factors are the combined social and economic conditions that influence individuals’ and communities’ lifestyles, opportunities, and overall well-being. They encompass aspects such as income, education, employment, social class, housing, healthcare access, and cultural influences, which together shape people’s living standards, decision-making, and ability to participate fully in society. These factors are interrelated, meaning changes in one area—such as economic status can significantly affect social aspects like education or health, ultimately impacting development and quality of life.

School retention refers to the ability of an educational system to keep students enrolled and actively participating in school until they complete the prescribed level of education, such as primary, secondary, or tertiary education.

Vulnerable learners are students who face significant barriers to educational success due to personal, social, economic, or environmental circumstances that place them at a disadvantage compared to their peers. These may include poverty, disability, chronic illness, language barriers, displacement, exposure to violence, neglect, or unstable family situations. Such learners are at greater risk of underachievement, school dropout, and limited future opportunities unless they receive targeted support, inclusive teaching strategies, and protective interventions to address their specific needs and promote equal access to quality education.

School dropout can be caused by various factors including poverty, child labor, early marriage, lack of parental support, poor school infrastructure, cultural beliefs, and academic challenges. The consequences of dropping out are far-reaching, often limiting the individual’s future employment opportunities, contributing to cycles of poverty, and reducing the overall human capital and development potential of a country. Addressing school dropout requires coordinated efforts from families, schools, communities, and governments to ensure that learners remain engaged and supported throughout their education journey.

Dropout rate refers to the percentage of students who leave or discontinue their education at a given level before completing the prescribed course of study within a specific period, usually a school year. It measures the proportion of learners who do not progress to the next grade or fail to complete their schooling, reflecting challenges such as socioeconomic barriers, poor academic performance, lack of motivation, or external factors like family responsibilities and health issues. This indicator is crucial for assessing the effectiveness of education systems and identifying areas that require intervention to improve student retention and completion rates.

A government aided school is an educational institution that is privately managed but receives financial support and resources from the government to help cover operational costs, such as teacher salaries, infrastructure maintenance, and learning materials. While the government provides funding and often regulates certain aspects like curriculum and admission policies, the day-to-day management and administration of the school remain in the hands of private or community organizations. This partnership aims to increase access to education, especially in areas where fully public schools are limited, by combining government support with local initiative.

A learner is an individual who is actively engaged in acquiring knowledge, skills, attitudes, or values through study, experience, instruction, or practice. Learners can be of any age and may pursue learning in formal settings like schools and universities, or in informal environments such as the home, workplace, or community. The term emphasizes the role of the individual in the learning process, highlighting their participation, curiosity, and effort in understanding and applying new information.

1.9 Delimitations

The study will have the following delimitations;

The study will not cover secondary schools, kindergartens and universities.

The study will also not cover schools in other districts it will only cover, St.luke primary school Goma division

CHAPTER TWO

LITERATURE REVIEW

2.1 Introductions

This section presents discussion of the study in line with study objective as discussed with several authors, specifically on, to identify the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners , the role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout .rates among learners and to assess the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School.

2.2 Literature Review

This section presents literature review in line with study objectives.

2.2.1 Socio-Economic Factors

School dropout remains a pressing global issue, with socio-economic factors playing a pivotal role in learners’ discontinuation of formal education, Over 244 million children and youth were out of school globally, with a substantial number attributed to poverty, child labour, and household financial instability. Socio-economic status, often measured through indicators such as income level, parental occupation, and educational attainment, has been consistently linked to educational outcomes. Learners from low-income families frequently face barriers such as inadequate school supplies, lack of access to meals, and the need to contribute to household income, all of which compromise their ability to remain in school (Hassan, Muse, & Nadarajah, 2024).

In many developing countries, particularly in Sub-Saharan Africa, poverty is a dominant factor influencing school dropout. Families living below the poverty line often struggle to meet the indirect costs of schooling, such as uniforms, transport, and scholastic materials. For example, in Uganda, the Uganda Bureau of Statistics (UBOS, 2021) reported that about 21.4% of children aged 6–17 years had never attended school or had dropped out, mainly due to the inability of their families to afford educational-related expenses. This economic pressure also leads children, especially boys, into early labor markets while girls are more likely to drop out due to early marriages or teenage pregnancies a trend that is more prevalent in impoverished households (Yaghi, & Alabed, 2025).

Parental education is another socio-economic variable influencing learners’ retention in school. Children whose parents have not received formal education are at a higher risk of dropping out, as these parents may undervalue education or lack the capacity to support their children academically (Abbasi, 2025).  In rural communities, especially, where illiteracy levels are high, children are often involved in agricultural or domestic work, prioritizing short-term economic contribution over long-term educational benefits (Oketch & Rolleston, 2007). Furthermore, family size also matters; in large families with many children, resources are often stretched thin, and some children may be forced to drop out to allow others to continue, or to take care of younger siblings (Zhaohui et al., 2025).

Gender disparities also intersect with socio-economic factors to influence school dropout rates. Girls from poor backgrounds face heightened risks due to gender norms, lack of menstrual hygiene facilities in schools, and vulnerability to sexual violence, particularly in unsafe commuting environments (Bamidele et al., 2024). A study in Kenya by Chimombo (2005) revealed that socio-cultural and economic constraints together accounted for high dropout rates among girls, especially in rural areas where poverty was deeply entrenched.

Additionally, household instability caused by factors such as parental separation, death of a parent, or migration can exacerbate the risk of dropping out. Orphaned or vulnerable children are more likely to assume adult responsibilities prematurely, limiting their chances of continuing with education (UNICEF, 2019). Moreover, in contexts where education is perceived as having limited returns due to high unemployment rates among graduates families may deprioritize formal education in favor of vocational or informal economic activities (Bayley et al., 2023).

Socio-economic determinants such as poverty, parental education, family size, gender inequality, and household instability critically influence school dropout rates. While free or subsidized education policies have been implemented in several countries to reduce financial barriers, the persistence of indirect costs and socio-cultural practices continues to undermine these efforts. Holistic interventions targeting household economic empowerment, social protection, and community sensitization are necessary to address the root causes of dropout among vulnerable learners (Guetta, 2023).

2.2.2 The role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout rates among learners.

School-related factors play a significant role in influencing learners’ retention and completion rates, with key elements such as infrastructure, teacher availability, and the overall learning environment being consistently cited in literature as major contributors to school dropout, over 244 million children and youth were out of school globally, with poor school facilities and under-resourced learning environments often cited as core reasons for non-enrolment and dropout, particularly in low-income countries. Inadequate school infrastructure such as classrooms in poor condition, lack of separate toilets for girls and boys, lack of safe water sources, and insufficient learning materials can create an unwelcoming environment that discourages attendance and encourages early withdrawal from school (Mwogela, 2023). In Sub-Saharan Africa, where school infrastructure challenges are widespread, dropout rates remain alarmingly high, particularly among girls who are disproportionately affected by the absence of menstrual hygiene facilities (Agolli  & Hasmeta, 2025).

Teacher availability and quality also significantly influence dropout rates. A study by the Global Partnership for Education, revealed that schools with low teacher-to-student ratios, frequent teacher absenteeism, and under qualified teaching staff are associated with higher dropout rates. In many developing countries, including Uganda, teacher shortages have led to overcrowded classrooms and limited individualized attention, both of which contribute to disengagement and eventual dropout. For instance, the Ministry of Education and Sports in Uganda reported that in 2020, the national average pupil-teacher ratio stood at 43:1 in public primary schools, with some rural schools experiencing ratios as high as 70:1, further weakening the quality of instruction and learner support (Smith, Voigt, & Zhang, 2021).

Furthermore, the learning environment, encompassing school climate, safety, and teacher-learner relationships, is crucial in sustaining learner interest and engagement. Studies have shown that a positive school climate characterized by respect, support, and active engagement encourages attendance and academic perseverance (Rad et a., 2022). In contrast, a hostile or unsafe school environment, including exposure to bullying, corporal punishment, or teacher neglect, has been strongly correlated with higher dropout rates (Bridges, & Walls, 2018). Evidence from both global and national studies underscores the importance of addressing school-related factors such as infrastructure deficiencies, inadequate teacher availability, and poor learning environments in tackling the dropout crisis. Addressing these barriers is essential for ensuring that learners remain enrolled, motivated, and successful in their educational journeys. Without these improvements, dropout rates are likely to persist, undermining the broader goals of universal education and social development (Parvin, 2025).

2.2.3 Impact of parental involvement and cultural beliefs on learners’ retention and completion

Parental involvement and cultural beliefs play a pivotal role in influencing learners’ retention across various educational contexts. Research globally indicates that active parental engagement significantly enhances students’ academic achievement and their likelihood of remaining in school, when parents are involved in their children’s education by attending school meetings, monitoring homework, and maintaining regular communication with teachers students demonstrate improved attendance, higher grades, and stronger motivation to complete school (Arkorful et al., 2020). Parental involvement accounts for up to 30% of student success indicators, including retention and progression through school levels. Similarly, the United Nations Educational, Scientific and Cultural Organization emphasizes that effective home-school collaboration can reduce dropout rates, especially in low-income communities where learners face external pressures to abandon education (Azul et al., 2020).

On the other hand, cultural beliefs can either reinforce or undermine efforts to keep children in school. In many African societies, including Uganda, traditional norms sometimes prioritize early marriage for girls and informal labor for boys over formal education (Saini et val., 2023). This cultural orientation often leads to poor retention, particularly among female learners. For example, in Uganda, the Ministry of Education and Sports (2021) reported that early pregnancies and child marriages driven by cultural expectations accounted for over 40% of dropouts among girls in upper primary and lower secondary school. Furthermore, some communities perceive education as unnecessary for children with disabilities or believe that only boys should be educated, contributing to discriminatory practices that lower school retention among marginalized groups (Dhiman, 2023).

The interaction between parental involvement and cultural beliefs is also significant. In settings where cultural norms discourage female education or undervalue academic success, parental support may be minimal or conditional, affecting learners’ motivation and persistence. However, culturally responsive parental engagement where schools acknowledge and integrate families’ cultural backgrounds into school practices can counteract negative beliefs and foster retention, therefore, improving learners’ retention requires a dual approach: promoting inclusive parental involvement and transforming harmful cultural norms through community-based sensitization and educational policy reforms (Nguyen, & Springer, 2023).

2.4 Summary of the literature

The review underscores poverty, child labour, and financial instability as dominant global barriers to school retention, with over 244 million children out of school globally (UNESCO, 2021). In Sub-Saharan Africa, particularly Uganda, learners from low-income families face challenges like lack of school supplies and the pressure to contribute to family income (UBOS, 2021; UNICEF, 2020). Parental education levels, family size, and gender disparities also exacerbate dropout risks, especially for girls who face early marriages and teenage pregnancies in poor households (World Bank, 2020). Cultural undervaluing of education and household instability further hinder retention (Avenstrup et al., 2004; Filmer & Pritchett, 2001).

Inadequate infrastructure, such as dilapidated classrooms, poor sanitation, and a lack of teaching materials, creates uninviting environments that push learners out of school (UNESCO, 2022). High pupil-teacher ratios and teacher absenteeism, particularly in rural Ugandan schools, reduce learning effectiveness and increase disengagement (GPE, 2021; Ministry of Education and Sports, 2020). Furthermore, hostile school climates marked by bullying, corporal punishment, or neglect negatively impact learners’ sense of safety and belonging, increasing the likelihood of dropout (Plan International, 2020; UWEZO, 2021).

Active parental engagement in education positively correlates with learners’ academic success and school retention (Epstein, 2018; Fan & Chen, 2001). Conversely, traditional cultural practices such as early marriage for girls and prioritizing labor over education undermine educational retention, particularly among marginalized groups (Moyi, 2011; Katahoire, 2010). Where cultural norms devalue formal education, especially for girls and children with disabilities, dropout rates are notably high. However, culturally responsive engagement between schools and families can help mitigate harmful beliefs and improve retention (Gay, 2010).

CHAPTER THREE

RESEACH METHODOLOGY

3.0 Introduction

This chapter presents the research methodology that guided the study. It includes the research design, sample size, sampling procedures, research instruments, procedure for data collection, data analysis and ethical consideration.

3.1 Research design

The study used a mixed approach; in this method the researcher will adopt both the qualitative and quantitative research methods, A qualitative research method is a research method that focuses on in-depth exploration and analysis of a specific individual, group, event, or phenomenon. It involved conducting a detailed investigation of a particular case to gain insights, understand complex issues, and generate rich, context-specific data (Rashid et al., 2019), while quantitative research method will also be used to complement the qualitative, this will present data in bar chats, tables and pie chats to give the readers the numerical understanding of the findings.

3.2 Area of study

This study was carried out in Gomba Division, Mukono.

3.3 Study Population

A population refers to any collection of specified group of human beings or of non-human entities such as objects, educational institutions, time units, geographical areas, and prices of wheat or salaries drawn by individuals (Suphanchaimat, 2021). The study population for this study included;

1. Head Teachers who supervise the teaching and learning
2. teachers who are tasked with the teaching and assessment of learners’ and
3. Pupils who are acted upon/taught.

The study expects to choose from a total of 20 respondents of which there will be one head teacher, 5 teachers and 14 pupils in primary seven and primary six.

3.4 Sampling procedures / strategies

It is impossible to study the whole targeted population of the study and therefore the researcher took a sample of the population this is also further supported by Mugenda, (2003) who notes that a researcher should choose a sample out of the whole targeted population. A sample is a subset of the population that comprises members selected from the population. Using Krejcie and Morgan’s (1970) table for sample size determination approach, a sample size of 32 respondents was selected from the total population of 35 of both, leaners, Teachers and Head Teachers.

Table 1: Table for Determining Sample Size for a Finite population

Table showing the sample size of respondents

Source: Primary Data

3.5 Methods and Instruments of Data collection

These are data collection methods and tools. These included; interview guide, document review, focus group discussion guide and observation guide:

3.5.1 Questionnaire

The instrument of Self-Administered Questionnaire (SAQ) will be employed. A questionnaire is a self-report data-collection instrument that each research participant completes as part of the research study (Johnson & Christensen, 2017). The questionnaire was designed in a manner that could avail the information according to the objectives set in the study. The researcher set both open and closed ended questions which was sent to the respondents particularly teachers. The researcher preferred questionnaires because it gives clear and specific responses and enable the respondents to express themselves freely. Furthermore, questionnaires can easily collect data simultaneously from a large sample in a very short period of time and minimizes costs.

3.5.2 Interview guide

Interviews refer to a structured or semi-structured conversation between two or more individuals, typically conducted for the purpose of gathering information, exchanging ideas, or eliciting responses to specific questions (Odiya, 2009). Interviews are commonly used in research, journalism, recruitment, and various professional settings to collect qualitative or quantitative data, gain insights, and explore people’s perspectives and experiences (Yin, 2009). In an interview, one person takes on the role of the interviewer, who poses questions and guides the conversation, while the other person or people being interviewed are the respondents or interviewees, who provide answers and share their thoughts, knowledge, or opinions. The interviewer may use a predetermined set of questions or engage in a more flexible, open-ended conversation, depending on the purpose and nature of the interview (Yin, 2009). The study will use interview guide to get response from teachers and Head teachers on the interview questions that will be asked regarding the topic under investigation.

3.5.3 Documentary Review

Documentary review is a research method that involves the systematic and critical analysis of existing documents, such as reports, policy papers, and archives, to collect data and insights related to a specific research question (Karppinen, & Moe, 2019). It is a useful technique for researchers who want to investigate a particular topic or issue in-depth, but who do not have access to primary data sources, such as surveys or interviews (Karppinen, & Moe, 2019).

The process of documentary review typically involves a thorough examination of the available documents, with a focus on identifying relevant information and data. The researcher used various methods to analyze the documents, such as content analysis or discourse analysis, to identify patterns, themes, and key issues related to the research question (Dalglish, Khalid, & McMahon, 2020).

Overall, documentary review is a valuable research method that involves the critical analysis of existing documents to gather data and insights related to a specific research question. It can be used on its own or in conjunction with other research methods, and can help to provide a more comprehensive understanding of complex issues and topics (Tight, 2019).

3.5.4 Focus group discussion

A focus group discussion is a qualitative research method that involves a group of individuals who share their experiences, beliefs, opinions, and attitudes on a particular topic or issue (Morgan, 1997). The goal of focus group discussions is to gain a deeper understanding of people’s perceptions and attitudes towards a specific topic. Focus groups are typically conducted by a trained moderator who facilitates the discussion among the participants. The moderator guides the discussion by asking open-ended questions, encouraging participants to share their thoughts and opinions, and ensuring that everyone has a chance to speak.  The focus group discussion can be used to gather information on a variety of topics, such as consumer behavior, product design, public opinion, and social issues (Rubin & Rubin, 2005). Focus group discussions are particularly useful when the researcher wants to explore the underlying reasons behind people’s attitudes and behaviors. One of the key advantages of focus group discussions is that they allow for the collection of rich, detailed data that can provide insights into people’s thoughts and feelings (Rubin & Rubin, 2005). Additionally, focus group discussions can be a cost-effective way to gather information from a large number of people in a relatively short period of time.

However, focus group discussions also have some limitations. For example, the results may not be representative of the larger population, and the group dynamics can influence the results (Rubin & Rubin, 2005). Additionally, the moderator’s skills can also impact the quality of the data collected.

The focus group discussion was subjected to the pupils who was divided into groups of 10 to discuss a specific topic that will be presented to them.

3.6 Procedure of data collection

After formulation of data collection instruments, the researcher took the tools to the supervisor for approval. The researcher seeks for an introductory letter from the office of the Head of Department of Education; this introductory letter was presented to the respondents of the school to obtain permission to conduct the study. Thereafter, the instruments was issued out too few selected respondents for pretesting. Pretesting helped the researcher to get the feedback on whether the respondents are able to interpret and answer the questions in line with research purpose.           

3.7 Data Analysis and processing

Data analysis of qualitative data involves the systematic examination and interpretation of textual or non-numerical data to uncover patterns, themes, and insights, this will involve Specific analysis method (thematic analysis, content analysis,). Qualitative data analysis aims to understand the meaning, context, and subjective experiences captured in the data (Stake, 1995). Here are some key steps and approaches in analyzing qualitative data:

Familiarization with the Data: the researcher begun by immersing himself in the data to gain a comprehensive understanding of the content. This involved reading or listening to the data repeatedly, taking notes, and becoming familiar with the nuances, perspectives, and details captured in the data. The researcher also examines closely, and initial codes or labels that are assigned to capture different concepts, ideas, or patterns. This process involved breaking down the data into smaller units, identifying themes, and generating descriptive codes. The researcher also analyze the themes and later the researcher also used Data Exploration and Interpretation.

3.8 Data Presentation

In presenting data for a study on Factors Contributing to School Dropout among Learners in Government-Aided Primary Schools using both qualitative and quantitative research methods, the process begiun with organizing the collected information into clear categories based on the research objectives and questions. Quantitative data from questionnaires or surveys will be first coded, entered into statistical software such as SPSS or Excel, and analyzed to produce descriptive statistics like frequencies, percentages, and mean scores, which will then be displayed using tables, charts, and graphs for easy interpretation. Qualitative data from interviews, focus group discussions, and open-ended responses will be transcribed, read thoroughly, and subjected to thematic analysis, grouping responses into key themes and sub-themes that reflect common patterns or unique insights. These themes will be transcribed narratively, supported by direct quotations from participants to add depth and authenticity. The final presentation were integrated both data types, using quantitative results to highlight trends and qualitative findings to provide context and explanation, ensuring that the discussion remains linked to the study objectives and grounded in the realities of the selected schools. This combined approach enhances the credibility, richness, and clarity of the findings.

3.9 Ethical considerations

The researcher protected respondents against potentially harmful effects of participation, for example, stress, hunger and loss of self-esteem. To achieve this, participants were requested not to disclose their identity anywhere on the questionnaire. The respondents informed about the procedures of the study and they asked to make their decision to either participate or withdraw from participation. The researcher provides information on the purpose of the study, benefits of the study to the respondents, expected duration of participation and procedures that was used.

The researcher seeks the consent of the participants and informed participants who would be willing to participate that their involvement in the study is purely voluntary. The willing participants was assured that the information that they would provide be used for not any other purpose except for this research. Information relating to the respondents to this study kept and not disclosed to any other persons and all information collected will be kept anonymous. Works of other scholars  always be cited by quoting the sources of information.

3.10 Limitations

First, time constraints could limit the depth of data collection, making it difficult to engage extensively with all targeted respondents across the selected schools. Second, some respondents, particularly school administrators, teachers, parents, or learners, may be reluctant to provide full or accurate information due to fear of judgment, sensitivity of the topic, or mistrust, which could affect the validity of responses. Third, financial limitations may restrict the researcher’s ability to cover all logistical needs such as transport, printing, and data analysis resources.

Fourth, the study may be affected by limited access to accurate school records, especially where record-keeping is poor or incomplete. Additionally, language barriers and varying literacy levels among participants could hinder clear communication during interviews or questionnaires, potentially leading to misinterpretation of questions.

Lastly, because the research is limited to only a few government-aided primary schools in Goma Division, the findings may not be fully generalizable to all primary schools in Uganda.

CHAPTER FOUR

PRESENTATION, ANALYSIS, INTERPRETATION OF FINDINGS

4.0 Introduction

This chapter presents the results in reference to objectives in chapter one, Gender of respondents, Age of respondents, Education level of respondents,

4.1 Findings on general information

Questionnaires response rate

4.1.2 Findings on the Gender of respondents

Depending on the sample of respondents that was taken, below is the table showing the gender distribution.

Table 1: Shows the findings on the gender of the respondents

Source: primary data

Table 4.1.2 above shows that 60% of respondents were male and 40% were female. This means that the biggest percentage of respondents and employees in the organization that were sampled were male and apart from that it also shows that female gender also is represented.

4.1.3 Findings on the age of respondents.

The age groups of the respondents were represented as shown below;

Table 2: Shows findings on duration of association with school

Source: primary data

The study results indicates that majority 30% of the respondents have worked for more than 8 years, while 26% have worked for 5-7 years, 27% have worked for 3-4 years. This finding indicates that majority of the respondents have worked for more years and therefore they are conversant with the questions asked.

4.2 To the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners.

This section presents respondents response on, the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners

Table 4: Shows the socio-economic factors.

Source: primary data

The findings in Table 4 reveal that socio-economic factors, particularly gender roles and family income levels, are perceived by respondents as major contributors to school dropout among learners. A significant majority of respondents strongly agreed that gender roles in families influence whether boys and girls are given equal opportunities to complete their education (50% SA, 33.3% A), and that cultural expectations about gender responsibilities contribute to higher dropout rates (60% SA, 40% A). This indicates a strong belief that traditional gender norms such as assigning domestic responsibilities to girls or prioritizing boys’ education continue to undermine equal access to schooling. These perceptions align with existing literature, which shows that in many Ugandan communities, cultural biases often lead to girls being withdrawn from school earlier than boys to assist with household chores or early marriage.

Income levels of parents emerged as one of the strongest factors influencing school dropout. An overwhelming 73.3% strongly agreed and 16.6% agreed that the income level of parents determines whether learners can afford to stay in school, while 83.3% strongly agreed that learners from low-income households are more likely to drop out compared to those from higher-income families. This high level of agreement underscores the direct link between household poverty and educational attainment. Parents with low and unstable incomes often struggle to meet basic school requirements such as uniforms, textbooks, meals, and examination fees, forcing children especially in large families to drop out and engage in income-generating activities. The findings confirm that poverty remains a structural driver of school dropout in Uganda.

Finally, respondents showed strong support for solutions, with 60% strongly agreeing and 20% agreeing that promoting gender equality and improving family income levels would significantly reduce school dropout rates. This reflects a clear recognition among respondents that addressing both cultural gender norms and economic hardships is essential for improving retention rates. However, the presence of some neutral responses (20%) suggests that while there is consensus on the problem, there may be less agreement on the effectiveness of proposed solutions or challenges in implementing them, the results highlight that socio-economic factors especially gender inequality and low parental income are viewed as critical drivers of school dropout. The high agreement levels across all statements indicate that these issues are not only widely recognized but also deeply entrenched in the community. To effectively reduce dropout rates, interventions must simultaneously tackle cultural attitudes toward gender roles and provide economic support to low-income families through scholarships, school feeding programs, and income-generating opportunities for parents. These findings have important implications for policymakers, school administrators, and development partners working to achieve equitable access to education in Uganda.

4.3 To examine the role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout. rates among learners.

This section presents discussion on examining the role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout. rates among learners.

Table 5: School-related factors.

Source: primary data                                                                                             

This section discusses the findings on how school-related factors such as infrastructure, teacher availability, and the learning environment contribute to dropout rates among learners.

The study findings in Table 5 reveal that poor school infrastructure is a significant contributor to learner dropout. A majority of respondents (60%) strongly agreed, while 40% agreed that inadequate infrastructure increases the likelihood of learners leaving school. This implies that the absence of essential facilities such as classrooms, furniture, sanitation, and learning materials discourages sustained school attendance. These findings align with existing literature which emphasizes that poor physical conditions reduce learner motivation, comfort, and engagement, ultimately increasing dropout tendencies.

Regarding teacher availability, the study found that 73.3% of respondents strongly agreed and 26.6% agreed that limited availability of qualified teachers negatively affects learners’ interest in continuing school. This overwhelming agreement suggests that teacher shortages and lack of competent instruction significantly undermine the quality of education. When learners do not receive adequate academic support, they are more likely to lose interest and eventually drop out. This supports earlier studies that highlight teacher adequacy as a key determinant of learner retention and academic progression.

On the issue of the learning environment, the findings indicate that 50% of respondents strongly agreed and 50% agreed that an unconducive learning environment contributes to school dropout. This unanimous agreement underscores the importance of a safe, inclusive, and supportive school atmosphere. Factors such as overcrowding, poor discipline, lack of safety, and limited academic support systems can create an environment that pushes learners out of school.

Furthermore, the study examined the role of teacher–student relationships. Results show that 56.7% of respondents strongly agreed and 33.3% agreed that the absence of supportive relationships between teachers and learners influences early school leaving. However, a small proportion (6.67% disagreed and 3.3% strongly disagreed) held a different view. Despite this, the majority perspective indicates that positive interaction, mentorship, and emotional support from teachers are critical in retaining learners. Poor relationships may lead to disengagement, low self-esteem, and eventual dropout.

Lastly, the findings demonstrate that improving school facilities and the overall learning environment is essential in reducing dropout rates. A significant majority (76.7%) strongly agreed, while 23.3% agreed with this statement. This suggests that interventions aimed at enhancing infrastructure, ensuring adequate teacher staffing, and fostering a conducive learning environment can significantly improve learner retention.

In conclusion, the study clearly establishes that school-related factors play a critical role in influencing dropout rates among learners. Poor infrastructure, inadequate teacher availability, unconducive learning environments, and weak teacher–student relationships collectively contribute to increased dropout. Therefore, addressing these challenges through targeted policy interventions and resource allocation is crucial for improving retention and ensuring completion of education among learners.

4.4 To assess the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School.

This section presents respondents response on, the assess the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School.

Table 4: Shows the parental involvement.

Source: primary data

This section discusses the findings on the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School, as presented in Table 4.

The study findings indicate that active parental involvement plays a crucial role in enhancing learners’ retention and completion of primary education. Half of the respondents (50%) strongly agreed, while 33.3% agreed that when parents actively participate in their children’s education, the likelihood of staying in school increases. However, 16.6% remained neutral, suggesting that although parental involvement is widely recognized as important, some respondents may perceive other factors as equally influential. These findings imply that parental engagement such as monitoring academic progress, attending school meetings, and providing basic scholastic support positively reinforces learners’ commitment to education.

In relation to lack of parental support, the study revealed that 60% of respondents strongly agreed and 40% agreed that inadequate parental follow-up contributes significantly to school dropout. This unanimous agreement highlights that when parents are disengaged or fail to provide guidance and encouragement, learners are more vulnerable to dropping out. The absence of parental supervision may lead to poor academic performance, low motivation, and eventual withdrawal from school.

The study also assessed the influence of cultural beliefs and traditions, particularly on learners’ completion of primary education. A majority of respondents (73.3%) strongly agreed and 16.6% agreed that cultural practices can discourage learners especially girls from completing their education. However, 10% disagreed and 3.33% were neutral, indicating some variation in perceptions. These findings suggest that certain cultural norms, such as early marriage, gender role expectations, and preference for boys’ education, continue to hinder educational attainment, particularly for female learners.

Furthermore, the results show strong agreement on the role of parental attitudes toward education. A significant majority (83.3%) strongly agreed and 16.6% agreed that parents who value education positively influence their children’s persistence in school. This indicates that when parents prioritize education, they are more likely to provide the necessary support, motivation, and resources, thereby enhancing learners’ chances of completing their studies.

Finally, the findings highlight that addressing negative cultural beliefs and increasing parental involvement can significantly improve retention and completion rates. While 60% strongly agreed and 20% agreed with this statement, 20% of respondents were neutral. This suggests that although most respondents recognize the importance of overcoming cultural barriers and enhancing parental participation, some may be uncertain about the effectiveness or feasibility of such interventions, the study establishes that parental involvement and cultural beliefs are critical determinants of learners’ retention and completion in primary education. Active parental engagement and positive attitudes toward education significantly enhance school persistence, while lack of support and negative cultural practices contribute to dropout. Therefore, promoting parental awareness and addressing harmful cultural norms are essential strategies for improving educational outcomes at St. Luke Primary School.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This section presents the discussion, conclusion and recommendations

5.1 Discussion of the study

This section presents the discussion of the study on factors contributing to school dropout among learners in government aided primary schools, a case study of one of the selected schools in Gomba division, Mukono.

5.1.1 To identify the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners in St. Luke Primary School, Goma Division.

The findings in the study reveals that socio-economic factors, particularly gender roles and family income levels, are perceived by respondents as major contributors to school dropout among learners, this view was also inline with Hassan, Muse, & Nadarajah, (2024) school dropout remains a pressing global issue, with socio-economic factors playing a pivotal role in learners’ discontinuation of formal education, Socio-economic status, often measured through indicators such as income level, parental occupation, and educational attainment, has been consistently linked to educational outcomes. Learners from low-income families frequently face barriers such as inadequate school supplies, lack of access to meals, and the need to contribute to household income, all of which compromise their ability to remain in school.

Majority of respondents strongly agreed that gender roles in families influence whether boys and girls are given equal opportunities to complete their education, this view was also further indicated by Yaghi, & Alabed, (2025), in Uganda, the Uganda Bureau of Statistics (UBOS, 2021) reported that about 21.4% of children aged 6–17 years had never attended school or had dropped out, mainly due to the inability of their families to afford educational-related expenses. This economic pressure also leads children, especially boys, into early labor markets while girls are more likely to drop out due to early marriages or teenage pregnancies a trend that is more prevalent in impoverished households.

Cultural expectations about gender responsibilities contribute to higher dropout rates, this view was also in line with Abbasi, (2025) who asserts that Parental education is another socio-economic variable influencing learners’ retention in school, Children whose parents have not received formal education are at a higher risk of dropping out, as these parents may undervalue education or lack the capacity to support their children academically.

Income levels of parents emerged as one of the strongest factors influencing school dropout this was also inline with, Guetta, (2023) who states that socio-economic determinants such as poverty, parental education, family size, gender inequality, and household instability critically influence school dropout rates. While free or subsidized education policies have been implemented in several countries to reduce financial barriers, the persistence of indirect costs and socio-cultural practices continues to undermine these efforts.

5.1.2 The role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout rates among learners.

The study findings reveal that poor school infrastructure is a significant contributor to learner dropout, inadequate infrastructure increases the likelihood of learners leaving school. This implies that the absence of essential facilities such as classrooms, furniture, sanitation, and learning materials discourages sustained school attendance. These findings align with existing literature which emphasizes that poor physical conditions reduce learner motivation, comfort, and engagement, ultimately increasing dropout tendencies, this was also inline with Mwogela, (2023) who states that School-related factors play a significant role in influencing learners’ retention and completion rates, with key elements such as infrastructure, teacher availability, and the overall learning environment being consistently cited in literature as major contributors to school dropout, over 244 million children and youth were out of school globally, with poor school facilities and under-resourced learning environments often cited as core reasons for non-enrolment and dropout, particularly in low-income countries. The authors further assert that Inadequate school infrastructure such as classrooms in poor condition, lack of separate toilets for girls and boys, lack of safe water sources, and insufficient learning materials can create an unwelcoming environment that discourages attendance and encourages early withdrawal from school.

Regarding teacher availability, the study found that majority of respondents strongly agreed and that limited availability of qualified teachers negatively affects learners’ interest in continuing school, this overwhelming agreement suggests that teacher shortages and lack of competent instruction significantly undermine the quality of education. When learners do not receive adequate academic support, they are more likely to lose interest and eventually drop out, this was also further asserted by Smith, Voigt, & Zhang, (2021) who asserts that teacher availability and quality also significantly influence dropout rates. A study by the Global Partnership for Education, revealed that schools with low teacher-to-student ratios, frequent teacher absenteeism, and under qualified teaching staff are associated with higher dropout rates.

On the issue of the learning environment, the findings indicate that most of respondents strongly agreed that an unconducive learning environment contributes to school dropout. This unanimous agreement underscores the importance of a safe, inclusive, and supportive school atmosphere, this was also inline with Rad et a., (2022) who asserts that the learning environment, encompassing school climate, safety, and teacher-learner relationships, is crucial in sustaining learner interest and engagement. Studies have shown that a positive school climate characterized by respect, support, and active engagement encourages attendance and academic perseverance.

The study results further indicated that the role of teacher student relationships. Results show that majority of respondents strongly agreed that the absence of supportive relationships between teachers and learners influences early school leaving, this was also inline with Bridges, & Walls, (2018) who asserts that a hostile or unsafe school environment, including exposure to bullying, corporal punishment, or teacher neglect, has been strongly correlated with higher dropout rates, the findings demonstrate that improving school facilities and the overall learning environment is essential in reducing dropout rates, this suggests that interventions aimed at enhancing infrastructure, ensuring adequate teacher staffing, and fostering a conducive learning environment can significantly improve learner retention.

5.1.3 Impact of parental involvement and cultural beliefs on learners’ retention and completion

The study findings indicate that active parental involvement plays a crucial role in enhancing learners’ retention and completion of primary education, that when parents actively participate in their children’s education, the likelihood of staying in school increases, this was also inline with Arkorful et al., (2020) Parental involvement and cultural beliefs play a pivotal role in influencing learners’ retention across various educational contexts. Research globally indicates that active parental engagement significantly enhances students’ academic achievement and their likelihood of remaining in school, when parents are involved in their children’s education by attending school meetings, monitoring homework, and maintaining regular communication with teachers’ students demonstrate improved attendance, higher grades, and stronger motivation to complete school.

Parental involvement accounts for up to 30% of student success indicators, including retention and progression through school levels. Similarly, the United Nations Educational, Scientific and Cultural Organization emphasizes that effective home-school collaboration can reduce dropout rates, especially in low-income communities where learners face external pressures to abandon education, these findings imply that parental engagement such as monitoring academic progress, attending school meetings, and providing basic scholastic support positively reinforces learners’ commitment to education, Azul et al., (2020) in relation to lack of parental support, that inadequate parental follow-up contributes significantly to school dropout. This unanimous agreement highlights that when parents are disengaged or fail to provide guidance and encouragement, learners are more vulnerable to dropping out. The absence of parental supervision may lead to poor academic performance, low motivation, and eventual withdrawal from school.

The study also assessed the influence of cultural beliefs and traditions, particularly on learners’ completion of primary education, a majority of respondents agreed that cultural practices can discourage learners especially girls from completing their education this view was also Dhiman, (2023), cultural beliefs can either reinforce or undermine efforts to keep children in school. In many African societies, including Uganda, traditional norms sometimes prioritize early marriage for girls and informal labor for boys over formal education.

This cultural orientation often leads to poor retention, particularly among female learners. For example, in Uganda, the Ministry of Education and Sports (2021) reported that early pregnancies and child marriages driven by cultural expectations accounted for over 40% of dropouts among girls in upper primary and lower secondary school. Furthermore, some communities perceive education as unnecessary for children with disabilities or believe that only boys should be educated, contributing to discriminatory practices that lower school retention among marginalized groups.

5.2 Conclusion

The study concludes that socio-economic factors particularly low family income, gender roles, and parental education are the primary drivers of school dropout among learners. Financial constraints limit access to basic school needs and often force children into labor, while cultural gender expectations disproportionately affect girls through early marriage and pregnancy and boys through income-generating activities. Additionally, parents with limited education may undervalue schooling or lack the ability to support their children academically. Despite the presence of free or subsidized education policies, indirect costs and persistent socio-cultural practices continue to hinder learner retention, highlighting the need for comprehensive interventions that address both economic and social barriers to education.

The study concludes that school-related factors particularly infrastructure, teacher availability, and the overall learning environment play a critical role in influencing learner dropout rates. Inadequate school infrastructure, including poor classrooms, insufficient sanitation facilities, and lack of learning materials, creates an unconducive environment that discourages consistent attendance and engagement. Additionally, the shortage of qualified teachers and limited academic support significantly reduces learners’ interest in education, increasing their likelihood of dropping out. The study further establishes that an unsafe or unsupportive learning environment, characterized by weak teacher-learner relationships, lack of encouragement, and negative school climate, contributes greatly to early school leaving. Overall, the findings highlight that improving school facilities, ensuring adequate and competent teacher staffing, and fostering a safe, inclusive, and supportive learning environment are essential strategies for enhancing learner retention and reducing dropout rates.

The study concludes that parental involvement and cultural beliefs are critical determinants of learners’ retention and completion of primary education. Active parental engagement such as monitoring academic progress, attending school activities, and maintaining communication with teachers significantly enhances learners’ motivation, performance, and likelihood of staying in school. Conversely, limited or absent parental support increases the risk of poor academic outcomes and eventual dropout. The findings further reveal that cultural beliefs and traditional practices, particularly those that promote early marriage, teenage pregnancy, or prioritize labor over education, negatively affect school completion, especially among girls and other vulnerable groups. Overall, the study underscores that strengthening parental involvement and addressing harmful cultural norms are essential strategies for improving learner retention and ensuring equitable access to education.

5.3 Recommendations of the study

The study recommends that the government and relevant stakeholders should implement targeted economic support programs to address the influence of socio-economic factors on school dropout. This includes expanding scholarship schemes, providing school feeding programs, and introducing conditional cash transfers to low-income households to cover indirect costs such as uniforms, textbooks, and transportation. Additionally, vocational training and income-generating opportunities for parents should be promoted to reduce the economic pressure that forces children into labor. Efforts should also focus on sensitizing communities about the long-term benefits of education over immediate income, with special attention to supporting girls who are disproportionately affected by financial constraints and early marriage.

To tackle school-related factors, it is recommended that the Ministry of Education and Sports, in collaboration with development partners, should prioritize the improvement of school infrastructure and learning environments. This involves constructing adequate classrooms, providing sufficient learning materials, and ensuring access to clean sanitation facilities, especially in rural and under-resourced schools. There is also a need to address the shortage of qualified teachers through better recruitment, deployment, and continuous professional development programs. Schools should further be encouraged to create safe, inclusive, and supportive learning environments by strengthening teacher-learner relationships and implementing anti-bullying and mentorship programs to improve learner engagement and retention.

Finally, the study recommends strengthening parental involvement and challenging harmful cultural beliefs that contribute to school dropout. The government and civil society organizations should design community-based awareness campaigns to promote the value of education for both boys and girls and discourage early marriage and teenage pregnancy. Schools should establish active Parent-Teacher Associations (PTAs) and regular parental engagement forums to encourage monitoring of children’s academic progress. Furthermore, integrating life skills and gender equality education into the curriculum can help shift deep-rooted cultural norms and empower learners to overcome socio-cultural barriers to education.

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Appendix I : Work Plan (Time Frame)

QUESTIONNAIRE

Dear Respondent,

Section A:    Back ground information of the respondent

Please tick the most appropriate answer in the corresponding box

1. Gender: a) Male                   b) Female    

2. Age: a) 20-30 years                 b) 31-40 years                c) 41+ years and above

3.What is your highest level of education?

1. a) c) Certificate d) Diploma Level   e)   Degree Level              f) Master’s Degree            g) Post Graduate Diploma

Section B: 

Please, use the scale below to answer the questions that follow by ticking the number that corresponds to your opinion.

1. To the influence of socio-economic factors like Gender roles and equality, income levels of parents influence school dropout among learners

II: To examine the role of school-related factors such as infrastructure, teacher availability, and learning environment in contributing to dropout. rates among learners.

III: To assess the impact of parental involvement and cultural beliefs on learners’ retention and completion of primary education in St. Luke Primary School.

INTERVIEW

How do you think gender roles and expectations within families influence learners’ chances of completing primary education?

In your view, how does the income level of parents affect children’s ability to stay in school?

Do you think issues of gender equality (e.g., preference for boys’ or girls’ education) contribute to school dropout at St. Luke Primary School? Please explain.

How would you describe the current school infrastructure, and in what ways does it affect learners’ willingness to remain in school?

Do you think the availability and presence of teachers influence learners’ decisions to continue or drop out of school? Why or why not?

In your opinion, how does the overall learning environment at St. Luke Primary School affect learners’ retention and dropout rates?

How actively are parents involved in supporting their children’s education at St. Luke Primary School?

In what ways do cultural beliefs or practices in the community affect learners’ ability to remain in school and complete primary education?

Do you think increased parental involvement could reduce dropout rates among learners? If so, how?