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THE IMPACT OF CULTURAL FACTORS ON STUDENT RETENTION IN SECONDARY SCHOOLS: A CASE STUDY OF BUSANA S.S, NDEBA S.S, AND LIGHT COLLEGE

CHAPTER ONE

INTRODUCTION

1.0 Introduction

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

1.1 Background of the Study

Uganda, like many nations, recognizes education as a fundamental human right and a key driver of personal and national development (GoK, 2007; MoE, 2006; Children Act Cap 586, 2001). Education is widely regarded as essential for sustainable development, fostering behavioral change, and promoting resilience (Nakileza, 2007). Consequently, governments allocate substantial resources to strengthen education systems (UNESCO, 2010).

However, secondary education faces challenges due to conflicts, natural disasters, and poverty (World Bank, 2004). Globalization and climate change further exacerbate these issues, increasing the frequency of weather-related disruptions (Lavell, 2007). Rural areas, in particular, experience lower educational attainment due to limited school access and socio-cultural barriers.

In Uganda, cultural norms often prioritize early marriages and domestic roles over girls’ education (United Nations, 2009). Urban-rural disparities are evident, with urban males (26.5%) and females (10.6%) more likely to attend secondary school than their rural counterparts (24.6% and 6.7%, respectively) (UBOS & Macro International, 2007). Historically, missionary-established schools favored urban areas, leaving rural populations at a disadvantage (Syngellakis et al., 2006; Nakabugo et al., 2008).

Uganda’s education system comprises seven years of primary school (ages 6–12), followed by four years of O-level (ages 13–16) and two years of A-level. Tertiary education includes university or vocational training. Despite government initiatives like Universal Primary Education (UPE) and Universal Secondary Education (USE), dropout rates remain high due to disinterest, pregnancies, early marriages, financial constraints, and child labor (Uganda Census, 1998).

Given this context, this study examines the influence of cultural factors on student retention in secondary schools, focusing on Kayunga District.

1.2 Statement of the Problem

The Ugandan government introduced USE in 2007 to complement UPE (1997), eliminating tuition fees for secondary education. While USE initially increased enrollment, retention rates in Kayunga remain lower than in urban areas like Kampala and Wakiso. This discrepancy raises concerns about the sustainability of USE and the role of cultural factors in student retention.

1.3 Objectives of the Study

1.3.1 General Objective

To assess the impact of cultural factors on student retention in secondary schools.

1.3.2 Specific Objectives

1. To identify factors influencing student retention in secondary schools.
2. To examine challenges hindering student retention.
3. To analyze cultural factors affecting retention rates.

1.4 Research Questions

1. What factors influence student retention in secondary schools?
2. What challenges hinder student retention?
3. Which cultural factors affect retention rates?

1.6 Scope of the Study

1.6.1 Content Scope

The study will examine retention factors, retention strategies, and cultural influences.

1.6.2 Geographical Scope

The research will focus on Busana S.S, Ndeba S.S, and Light College in Kayunga District.

1.6.3 Time Scope

Data will cover 2012–2016, with literature reviewed from 2000–2016. Fieldwork will occur from April to October 2016.

1.7 Significance of the Study

1. Researchers – Provides insights into cultural influences on retention.
2. Government – Informs policy decisions on improving retention.
3. Schools – Offers strategies to enhance student retention.
4. Donors – Guides funding priorities for educational programs.

Key Improvements:

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