CHAPTER ONE

INTRODUCTION
1.1

Background of the Study

School dropout in its simplest meaning is the untimely withdrawal

from school. These students who withdraw from school prematurely end up
not obtaining any certificate of graduation. The issue of school dropout is a
global problem confronting the education industry round the world. The
issue of school dropout has been with us for a very long time. Fafunwa
(1983) noted that dropout in one of the most serious problems that have
continued to bedevil our educational system since independence. This can be
buttressed with the remark made by Nuffied foundations in 1953 that in the
west coast of Africa, a considerable proportion of students drop out of school
each year.
Globally reasons why students dropout from school can be categorized
into four clusters: These include: school related, job related, family related
and community related. Study by Frendenberg and Ruggh (2007) identified
twenty factors under the family clusters. Three factors under community
cluster and twelve factors under school cluster. The factors identified under
family the clusters: Low family socioeconomic status, racial or ethnic groups,
special education status, low parental education, residential mobility, high

level of social isolation, poor academic achievement, perceptions of unfair or

harsh disciplines feeling unsafe in school, being suspended or expelled these
are some of the factors in the family cluster responsible for student dropout.
In community cluster the following factors are identified like having peers
with low educational aspiration, living in a low income neighborhood, having
friends or siblings that are dropouts. Other factors that can be identified under
the school related clusters are low socio-economic status of students, high
level of racial or ethnic segregation of students, large school district,
academic tracking, high-stakes testing, school safety and disciplinary
policies. These are some of the factors in the school related cluster
responsible for dropouts.
It must be stressed at this point that variables in each of the clusters are
not all conclusive. The reasons why students drop out of school vary from
one society to the other and from one country to the other. For example in
Pakistan Monshin et al (2012) found weak primary education system, nonavailability of trained teachers, and parent-teacher relationship as the major
causes of school dropouts. Researches on the causes of school dropouts in
Nigeria isolated the following:
i.
ii.
iii.
iv.
v.
vi.

Poor educational background of parents

Inability of parents to pay their children school fees
Broken homes
Teenage pregnancy
Types of parents occupation
Failure in school examination
2

vii. Very poor state of facilities in school

viii. Very early ambition for self employment and business
In the same vein, Literature on school dropouts has isolated six predictive
factors for dropping out of secondary school. These include:
i.
ii.
iii.
iv.
v.

Grade retention (being held back to repeat a class)

Poor academic performance
Misbehavior
High absenteeism
The students feeling that no adult in the school cares about his or
her welfare.

Thus students with the above characteristics have very high tendency to
drop out of school. In recent years, there has been increasing public concern
that indiscipline in secondary schools is on the increase. Perceived
manifestations of indiscipline include high truancy, absenteeism as well as
dropout cases, all of which are prevalent in many secondary schools. Despite
the lack of published research that substantiates this viewpoint, there is a
widespread consensus that all is not well at the secondary school level today.
This is clearly shown in past researches such as that of Rutter, Mortimore
and Ouston (1979) and Reid, 1985 which showed that
1. Schools differ mainly in their attendance rates
2. School policies and teachers are to be blamed for much absenteeism.
3. Students tend to blame their schools and teachers rather than
themselves, their homes or social and economic circumstances for their
dropping out of school system.
3

Secondly the media have increasing linked dropouts with crimes of

theft, criminal damage and abusive conduct to name but a few. The creation
of truancy patrols in some inner-city areas in advanced countries like Britain
likewise using community youths in some locality in Nigeria has been found
to correlate with decreased theft and vandalism (Agezo and Christian, 2000).
Thirdly the high rate of dropout case is being increasingly used to point
out and reinforce the deficiencies of the secondary system of education. In
particular protagonists are blaming an ill-conceived curriculum, poor
standards of classroom teaching and badly managed schools. In respective of
the factors responsible for students drop out in secondary school the study
would be streamlined to absenteeism and other causes responsible for
dropout of students. The issue of absenteeism and dropping out of student
from the school system has been a problem to educational administrators and
teachers before school attendance became compulsory. For instance urban
schools in early 1900s to 1960 suffered, from an extremely high turnover of
students, even the rural schools in the 1900s had lower turnover, but worse
attendance. Many reasons are given for poor attendance of students in the
school but the most common was the parents low opinion of what education
has to offer. Except for very few school children who had no wish to attend
and were kept at home for trifling reason.
1.2

Statement of the Problem

4

A study of the factors responsible for dropout of students has been

prompted by the fact that in most Nigeria schools today, much of learning
hours are lost daily as a result of poor school attendance. This has led to
reduction in productivity and also to some amount of wastage as a result of
those dropping out. The crucial aspect of wastage in education system is
dropout of students and this has caused problems to the individuals life,
parents, government and the society. Such problems include indiscipline and
hooliganism, economic setback, stressful life situations, government wastage
of school resources and capacity, set back to technological advancement,
mass illiteracy, hooliganism/ gangsterism and moral decadence.
Taking a thorough look at dropout of school students, it can be hinged
on the poor Socio economic status of parents who are unable to meet up with
their childrens school demands such as cost of uniform, school books,
writing materials, transportation etc. instability of the school system as a
result of regular strike and changes in government policies has prompted a lot
of students especially girls into early family life due to teenage pregnancy
and the boys into search of a source for livelihood or taking to crimes. In
another development also, most students stay away from school regularly to
help their parents in search of money to cater for family needs or alternatively
to care for their siblings. With the knowledge of the existence of some of
these factors, it is need full to carry out a research whether some of these

perceived factors are actually responsible for the dropout of secondary school
students, and why some students are not able to complete the required and
recommended number of years of the school system. Based on this therefore,
this study is posed to finding answers to this question. What are the factors
responsible for the high rate of school drop-out as perceived/viewed by
primary and secondary school teachers?
1.3

Purpose/Objectives of the Study

Generally, the purpose of the study is to examine the probable factors

responsible for school dropout among school aged children as perceived by

teachers. Specifically is to:
1. Examine the differences in the perception of primary and secondary
school teachers on illness and physical disability as a factor responsible
for school dropout.
2. Examine the differences in the perception of primary and secondary
school teachers on students indiscipline as a factor responsible for
school dropout.
3. Examine the differences in the perception of primary and secondary
school teachers on environmental conditions as a factor responsible for
school dropout.
4. Examine the differences in the perception of primary and secondary
school teachers on school phobics as a factor responsible for school
dropout.
6

5. Examine the differences in the perception of primary and secondary

school teachers on financial hardship as a factor responsible for school
dropout.
1.4

Research Questions
In investigating the perceptions of teachers on the factors responsible

for school dropout the research attempted to find answers to the following
question.
1. Is there any difference on the perception of primary and secondary
school teachers on illness and physical disability as a factor responsible
for school dropout?
2. Is there any difference on the perception of primary and secondary
school teachers on students indiscipline as a factor responsible for
school dropout?
3. Is there any difference on primary and secondary school teachers
perception of environmental conditions as a factor responsible for
school dropout?
4. Is there any difference on the perception of primary and secondary
school teachers on school phobic as a factor responsible for school
dropout?
5. Is there any difference on the perception of primary and secondary
school teachers on financial hardship as a factor responsible for school
1.5

dropout?
Research Hypotheses
7

These working hypotheses were mainly based on the purpose and

objectives of thise study, observations and findings of relevant studies.
These hypotheses are specifically stated as follows:
1. There is no significant difference on the perceptions of primary and
secondary school teachers on illness/physical disability as a factor
responsible for school dropout.
2. There is no significant difference on the perception of primary and
secondary school teachers on students indiscipline as a factor
responsible for school dropout.
3. There is no significant difference on the perception of primary and
secondary school teachers on environmental conditions as a factor
responsible for school dropout.
4. There is no significant difference on the perception of primary and
secondary school teachers on school phobics as a factor responsible for
school dropout.
5. There is no significant difference on the perception of primary and
secondary school teachers on financial hardship as a factor responsible
for school dropout.
1.6

Significance of the Study

Hopefully, the findings of this research will go a long way providing

useful information as regards the true position of the factors responsible for
school dropout as perceived by teachers. This research would be of immense

value to economists, educational administrators, guidance counselors,

students, parents, teachers and the Nigerian community at large.
To the educational Administrator or the principal, identifying the
factors responsible for student dropout and the way it reflects the students
morale will help in developing a standard for self appraisal in the discharge
of his/her duties. Thus they would assist the school heads to formulate
internal school policies so as to help all concerned in curtailing the situation.
The findings from this study will assist the teachers, and guidance
counselors to appreciate the factors that are responsible for dropouts from
schools with a view of identifying a student who has the tendency to
withdrawing from school temporarily or permanently. In the same vein,
parents will also make use of the findings to guide their children because the
training of their children is not only in the hands of the teachers. The student
themselves are not left out, more often than not; children do not feel the
impact of absenting themselves or dropping out of school immediately.
Finally, this study will contribute to the pool of literatures on the
subject matter and act as a point of reference to students, lecturers, and
researchers in education and guidance and counseling who tend to carry out
future studies in this academic Endeavour.
1.7

Scope/Delimitations of the Study

The research is limited to the determination of the extent to which

some factors such as Absenteeism rates in school, High cost of financing
education. Socio-economic status of the parents, ill-heath, drug addition,
broken homes, poor facilities in school and a lots more too numerous to
mention affects students school dropouts. The study therefore, is delimited to
the extent these factors have affected dropout rate in primary and secondary
schools as perceived by primary and secondary school teachers in Sapele
Local government Area.

10

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1

Introduction
The decrease in enrolment figure resulting from persistent absenteeism

and dropouts are frequent occurrences in the school system which seem to be
given a permanent place in the life stream of education system. Austin (1977)
described it as something everyone talks about but no one does anything
about it. In fact, education system seem not to be bothered by case of pupils
repeating several classes, absenting or even dropping out of the school
system permanently. If not, efforts would have been made rigorously to find
solution to problems of absenteeism, time wastage (attrition) and dropout in
the school system.
However, this study reviewed related literature on absenteeism and
dropout in the school system.

11

Specific references were made on research studies and reports on

school absenteeism and dropout under the following headings.
1.
2.
3.
4.
5.
2.2

The theoretical framework

Concept of school absenteeism, dropout and Attrition (wastage).
Factors influencing dropouts and absenteeism in school system.
Effects of absenteeism and dropout in school.
Summary of Review
The Theoretical Frame Work
One approach, that one believes has great potential for understanding

the theoretical framework of absenteeism and dropout in a school system, is

the cognitive approach based on expectancy theory of motivation. Although
few authorities have postulated different theories on absenteeism and
dropout, however the expectancy theory of motivation would appear most
appropriate for the study. According to kreitner (1995) the term motivation
refers to the psychological process that gives behavior purpose and direction.
By appealing to this process, the managers or employer (school board)
attempt to get individuals to willingly pursue organizational objectives.
Thus, this theory focuses to some extent on the individual perceptions
of outcomes that result from ones behaviour. As Koontz (1988) put it: the
essential element of this theory is that people will be motivated to do things
to achieve some goal to the extent that they expect that certain actions on
their part will help them achieve the goal.. According to him, in a sense this

12

is a modern expression of what Martin Luther observed centuries ago when

he said that everything that is done in the world is done in Hope.
Mitchell (1982) was specific when he said expectancy theory states
that people look at their various alternatives (e.g coming to school versus not
coming to school) and choose that alternative which they want most. If they
believe that staying home is likely to lead to more good things than going to
school, they are likely to stay home.
There are a number of important elements in this type of analysis; it is
in the anticipation (expectation) of what influences choice. It is our estimate
of the future that is important. A second point is that the theory includes 2
major factors: the expectation that some outcome will occur and the value
(anticipated satisfaction) of that outcome. Vroom (1964) proponent of the
theory, pointed out in Mitchell (1982) that these two factors are formally
called expectancies and valences. He presented 2 models, one to predict a
certain choice such as what occupation an individual will choose or how
much effort that person will exert on the job.
In the model, expectancy is multiplied by its valences. These products
summed for a particular behavioral alternative. This process provides a sum
of the expectancies times valences for each alternative EV. This EV
roughly represents an expected value or an expected return. The theory

13

predicts that the individual will choose the alterative that has the highest pay
off or expected return

A
Outcome pay raise
Expectancy (valence)
Expectancy Advancement

Not going to school

(Working hard)

Expectancy

Socialising (valence )

Expectancy
Reading (valence)

B
Pay raise (valence)
Expectancy
Expectancy Advancement
(valence)

Going to school
(learning )

Expectancy
Expectancy

Socialising (Valence)

Reading (valence)

Figure 2:1 Expectancy-theory models

Source:
Mitchell, T. (1982 p.174).
2.3

The Expectancy Theory of Motivation and its Relevance to

Education.
In this situation described above one individual might value a pay raise

and advancement more highly, than socializing or reading, and if the person
thinks that not going to school (or working hard) is likely to lead to the
14

attainment of those outcomes he or she will probably choose to exert a lot of

effort on the job. If on the other hand, socializing and reading are more highly
valued than a pay raise from a manual job or a promotion, the individual is
more likely to attain those outcomes by just going to school, the person will
probably choose not to trade (or work very hard).
Moreover, a motive to accomplish some action might determine by a
desire to accomplish something else. For example a person might be willing
to work hard, that is, trade to get a product for a valence in the form of pay or
a student might be willing to attend school to achieve a goal to acquire higher
certificate for better placement (Kootnz 1988). Furthermore, this model is
examplified by school children who live in ponorogo, east Java; they prefer
engaging in agricultural activities rather than continuing their education after
primary school level. As the children may say we dont need much
education (Germaine, 1995).
The implication for academic practice are three fold first, it is the
anticipation of reward that is important; people make choices based upon
what they think they will get not what they got in the past. That is, what will
be their benefit if they have to be regular in school or may decide to drop out
of school for an alternative, such as an expectation for a pay raise in manual
jobs. For instance, Eckstein et al (1999) in their work on why youth dropout
of high school. The impact of preferences, opportunities and abilities
15

structurally estimate a sequential model of high school attendance and work

decisions. The estimate implies that youths who drop out of high school have
different traits or thoughts than those who graduate. E.g they have lower
school ability and motivation, lower expectation about the rewards from
graduation and a comparative advantage at jobs that are done by nongraduates.
Secondly, rewards need to be closely and clearly trail to those
behaviours that are seen as desirable by the school system. If attendance,
punctuality or success in examinations is important, then they can be
rewarded explicitly. Finally, since different people value different rewards
there should be some attempt at matching organizational or school system
outcome or rewards with the particular desires of the individual student.
As Galloway (1982) believes that the decisions that concern the form
of action needed to encourage return to school on a regular basis is widely
believed to be a choice between prosecuting the parent, taking care of
proceedings on behalf of the child, and working directly with the parents and
the child. According to him none of these are necessarily incompatible with a
fourth possibility, namely: attracting pupils back to school by creating a more
satisfying to stimulating environment.
A well motivated student will take interest in regular attendance and
will also ensure that he comes out successful in his examination. In this case,
16

the issue of Absenteeism and dropout will not be an issue of concern to

educational planners, parents and the society in general. Thus, it is on this
theoretical frame work that the researchers work on school absenteeism and
dropout is built on.
2.4

The Concept of School Absenteeism, Dropout and Attrition (time

wastage)
Absenteeism has been a major organizational problem that has defied

all known treatments. It has been of much concern to both parents and school
administrators. In fact, it arouses strong feeling in the teachers, parents,
members of the educational support Services, educational administrators,
politicians and not-least pupils (Ampiah, and Adu-Yeboah, 2006). These
strong feelings are expressed in different and often contradictory ways,
depending on the individuals own perspective.
Psychiatrist and many psychologists regard poor attendance as a
system of

disturbance in the child or in the family. The disturbance may

result from temperament vulnerability or from disturbed family relationships.

The assumptions is that the child or the family should be offered treatment
whether treatment aims to secure an early return to school or sees return to
schools as secondary to resolution of underlying conflicts, will depend on the
therapists own bias. The point is simply that many poor attendees are
thought to need professional assessment and treatment (Galloway, 1982).
17

On the other hand, absenteeism may be regarded from a sociological

perspective. According to Galloway, the emphasis in not on the individual
child or family, but rather on the individuals reactions to pressures in society
or at school. Thus, Gibbons, Huebler, and Loaiza (2003). Considers the
alienation of some pupils from the competitive ethos of schools to be a source
of truancy. It follows from this overview that some people may see
absenteeism as a legitimate, even healthy response to an impersonal or
inappropriate education system. Others may see it as a symptom of psychatric
disturbance in the child, others still see it as an indication of neglect on the
part of the parents or aniti-social behaviour on the part of the absent pupils.
However Ukoshi (1995) has identified three forms of Absenteeism:
1. Illness: In this case, medical certificates are usually demanded.
2. Permitted Leave: This is a situation where one is officially allowed to
be away from school.
3. Voluntary Absenteeism: This occurs as a result of personal reasons,
which may not be revealed in detail.
In recent years, the decrease in enrolment figures, has been, an
accepted norm. Heady (2002) has pointed out that attrition in the school
system arises from students withdrawal which results in the gradual
decrease in the number of pupils that eventually gradate. Gibbons, et al.,
(2003) Observes attrition as a form of wastage and its continual
occurrence leads to a gradual reduction of cohorts through withdrawals by

18

repetition and temporary or permanent withdrawals in the various cohorts.

Brimmer and Pauli (1984p.72) have spelt out five major components of
wastage in the educational system and identified them as failures in the
system production process. The first two components focuses on the entry
of the child into the educational system that is, input. These include the
non-availability of Universal Primary Education (UPE) and the deferential
treatment in recruitment and failure to achieve stated objectives. The other
two components centered on the production process and thereby include:
The holding power of the system and the failure of the school system to
set appropriate objectives for guidance of the educational production
process Thus preventing the time spent in the school from
being a waste. He contends that these two failures can lead to school
dropouts, repetition and frustration within the school system.
It is worth mentioning however that the Nigerian schools system do
not have the power to hold its clients. The holding powers is extremely
low at the primary level and continues with little improvement at the
secondary school level thus making the retention rate after children have
enrolled low (Mahmood, Maann, Tabasam, and Niazi, 2005). This low
rate of retention ultimately leads to low efficiency and a high rate of
economic wastage. The world book dictionary defined dropout as a
students who leaves a school or college before completing a course of

19

study before the end of a term. Its associated with student who has been
in a school with the purpose of obtaining a certificate and suddenly
withdraws from pursuing such a noble course before graduating. Collins
Gem Dictionary (1997:37) defined dropout as a person who rejects
conventional society; person who fails to complete a course of study it
entails abandoning or withdrawing from a school, job etc.
It is important to note that Nwadiani (1996) observed that wastage is
conceptualized as dropouts, repeaters, premature withdrawal, and
misguiding types of education, non-employment of school leavers and
even brain drain. This categorization somehow evolved from Brimmer
and Pauli (1971) who had given a comprehensive analysis of wastage in
education for clarity sake. The elements of wastage which have been
stated above by Brimmer and Pauli (1971) are as follows:
i.

The failure in societys responsibility for human resources

development. In this form of wastage provision are normally not

ii.

made for universal education.

Human learning is wasted when the system fails to recruit children

iii.

into training, owning to certain forms of differential treatment.

Wastage occurs when the system is unable to hold the children

iv.

recruited in the end, they dropout or withdraw.

The failure of the educational system to set meaningful goals for
implementation thereby making the learner feel that the time spent
in school is wasted.
20

v.

Low value of schools system output by society in terms of the

demand for them in the labour market.
The issue of students dropout should however, be treated with caution.

Dropout leads to manpower shortage in the long run. Therefore, something

needs to be done to arrest the ugly situation as students wastage lowers the
efficiency of the educational system.
2.5

Factors Influencing Dropouts, And Absenteeism in School System.

Several authors lave expressed their views on absenteeism and have

attempted to identify some factors that have influenced or contributed to

absenteeism in the school system these were identified as:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Illness
Financial hardship
Age, sex, social class and geographical area
Truancy
School refusal or school phobia
School curriculum
Institutional influence-attitudes of teachers
Peer group relationship and school ethos
Environmental and Situational Conditions such as Fuel scarcity, traffic

jams (Go-slows) and Weather conditions/cultural and social factors.

10.Race/ethnicity, parents educational level, and type of school.
2.5.1 Illness
A study carried out in university of Washington School of Medicine,
Zhu, Neuzi and Holbein C. (2002) on illness among school children during
influenza season; The effect on school absenteeism, parental absenteeism
from work, secondary Illness in families observed that total illness episodes,
21

febrile illness among family members were significantly higher during

influenza season compared with the non-influenza winter season. For every
100 children followed up for this influenza season, which included 37 school
days an excess 28 illness episodes and 63 missed school days occurred. They
concluded that influenza season has significant adverse effect on the quality
of life of school-aged children and their families.
In the same vein, Schweizer (2003) highlighted that cold temperatures,
grey days and getting sick often come to mind when people think of winter
and heating system have been working overtimes, clouds fill the sky, and the
states students are contracting illnesses more so than normal. Area school
system (in United States) and these around the state are reporting rates
absenteeism larger than normal for this time of the years, illness being the
culprit.

2.5.2 Financial Hardship

Financial situation of parents has a lot of impact on Absenteeism. In
Sheffield, Galloway (1982 a) posited that roughly 50percent of children enter
secondary school from junior schools. The other 50 percent enter secondary

22

school from middle school at the age of twelve persistent absence is strongly
associated with low parental income.
According to Marshal in Efuzia (2004) The children of parents who
have poor and uneducated often have to do heavy domestic chores in the
house or farm to go out to trade/hawk before coming to school in the morning
and after returning from school in the afternoon. This is so because the family
setting may not be able to afford school uniform, text books or even adequate
feeding in the home, two often the school penalize the student for being late
to school, being absent, dirty and wearing of wrong or tattered clothes and
uniform in school.
2.5.3 Age, Sex, Social Class and Geographical Area
i.

Age: There is sample evidence that unauthorized absentee rates are

higher in the final year of compulsory education than at any other time.
Fogelman and Richardson, (1974) in the national child development
study, noted that there are high truancy rate amongst sixteen years olds
compared with eleven-years old. In Scotland, Mitchell (1972) too found a
consistent trend for absence rates to increase with age, although the overall
attendance rate fell below 90percent in only one of the seven secondary
schools she studies.

23

In a study of over 6000 buckinghamshire children shepherd,

Oppemheim and Mitchell (1971) reported parents and teachers as agreeing on
the higher prevalence of truancy in older boys, though the differences only
became marked in adolescence. One possibility is that family responsibilities
are likely to keep some older pupils away from school, whereby a fifteen or
sixteen year old child can look after his/her younger siblings, or even sick
parents but a six or seven year old cannot. Another possibility is that counter
attractions in the local community, or from the pear group, become more
powerful for older pupils. A fifteen and sixteen year old child may have
friends, who have left school, have no job, and welcome company during the
day.
ii.

Sex differences
Sex is another demographic factor which causes absenteeism. Reid

(1987) posited that boys truancy rate is much higher than the girls, but
parental condoned absence amongst girls is much higher than for boys, he
concluded that more boys than girls engaged in specific lesson truancy.

iii.

Social Class
Several studies have reported an association between school attendance

and social class. Mitchell (1972) study in central Scotland, found that poor
24

attendance frequently came from families where the father was an unskilled
or semi-skilled workers. Mitchell and shepherd (1967) showed that boys who
disliked schools were significantly more likely to come from non-Manual
homes. May (1975) evidence that 38 percent of truants lived in families with
five or more children, compared with 26 percent of Absentees whose teachers
did not regard them as truants. In the same study May also showed that
truants were likely to be illegitimate and that their fathers were more likely to
be unemployed. Wedge and Prosser (1973) . Whether or not any
particular child is absent from school, it probably depends not on his family
size, income or social class but on other factors within his home, school or
community.
iv.

Geographical Area: The rate of poverty in a particular area can-

increase the rate of Absenteeism of students also problem of walking distance

from home to school. Danga (2002) a professor of education in university of
Calabar highlighted that in moral areas, most children trek for more than, 2
kilometers likely to vitiate the vitality of children and result in lateness,
absenteeism and truancy. He also posited that Basic education centers should
be established within 1 or at most 1.5kilometre trekking distance from home.
2.5.4 School Phobics or School Refusers
Another group of poor attendees that related to truancy is school
phobics or school refusers. Either of the term will be used depending on the
25

work of the writer who prefers school phobics or school refusers. Generally,
school refusers or school phobics is seen as the major manifestation of a
Neurotic disorder characterized by reluctance to leave home. Chazan
(1962) reported that 22 out of 33 school phobic stated difficulties at school as
possible precipitation factors. The most common of these were dislike of
punishment or being shouted at in class, fear of other children, also social
inferiority complex on these children from homes with no grammar school
tradition. Other traits according to (Hersov, 1960b) are eating problems, sleep
disturbance, tension habits, aggression towards member of the family,
timidity, nervousness, emotional immaturity these are traits recorded in some
children. In addition a somatic disguise is said to be characterize of school
refusers (Eisenberg; 1958) the child is ill, but no organic cause is evident; the
overt physical symptom reflects a covert refusal to attend school, or simply to
leave home.
2.5.5 School or Institutional Influences
This institutional influence has been identified as factor contributing to
absenteeism in the school system. Among the institutional influences which
are frequently cited as contributing to absenteeism are the content, relevance
and delivery of the curriculum, attitude of teachers, peer group relationship
and the school ethos as reflected in the use of corporal and other forms of
punishment (Reid, 1987). In earlier studies Reid (1982) found that many
26

pupils and their parents place a high value on the acquisition of the basic
skills-reading, writing and mathematics. They also prefer relevant vocational
courses as life skills to what they refer to as peripheral subjects like religious
education, French e.t.c. He further pointed out that the biggest problem in the
secondary school curriculum is the lack of structure. However any
meaningful secondary curriculum irrespective of subject content must have a
coherent structure, be relevant, well planned, well taught and challenging.
When its not the result are alienation, apathy, rejection disaffection in some
cases of absenteeism.
A curriculum which can arouse their interest is necessary to encourage
regularly, but certainly not sufficient they would need to feel that attendance
brings greater personal and social benefit than absence.
Galloway (1982) said hidden truancy occurs when pupils absent
themselves after the attendance register has been completed and anecdotal
evidence from teachers suggests that this is a substantial problem at some
schools. Further more in a study, parents were asked about problems at
school which might have been contributing to their childrens poor
attendance. There remarks were bullying, fear of teachers, extreme dislike of
any particular subject, boredom, a sense of academic failure, difficulty with
social relationship with other pupils, influence of peers, anxiety etc.

27

Another institutional factor is the attitude of the teachers. Pack

Committee (1977) reviewed that many parents saw their children problem of
absenteeism from school as a result of the teacher attitude. They felt that
some teachers were two lenient and too familiar. Parents complained about
lack of home work on perceived attitude of teachers to children who came
from a particularly deprived and notorious part of the schools catchment area.
Lovell (1981) highlighted that in a school were learning and teaching
conditions are not conducive, poor teaching methods, lazy teachers who
punish for minor offenses will encourage the student to be afraid of school
master and alternatively, they will like to keep away from school. However, it
is the duty of the teacher to encourage and make the student understand why
it is necessary that he/she should be educated.
2.6

Effects of Absenteeism on School Dropout

Education is both a social and economic institution and as such

provides for proper training of children to ensure they are beneficial to

themselves and the nation at large. Economically education is seen as an
engine for growth and expansion. Thus, the phenomenon of school
absenteeism and dropout has had devastating effects on national economy,
the society and the students. Economically it has reduced the efficiency of the
school system and by increasing the economic wastage at the secondary
school level.
28

On major effect of absenteeism is that investigating poor school

attendance requires an enormous amount of professional time. Galloway
(1982) is of the opinion that it would however be impossible to place an
accurate figure on the cost of poor school attendance in cash terms. That is, it
is thus expensive in cash terms.
He is also of the view that sporadic attendance of some students may
have harmful effect on the majority who attend regularly. This can happen if
the teacher has to spend time helping the absentees catch up on the work they
have missed. Evidence also suggests that long-term absence contribute to
educational retardation. Several studies have also report truants as being
less successful in tests of attainment and general intelligence than regular
students.
Similarly one other major effect of dropout is that teachers and
equipments are underutilized thereby creating educational outlays. Vaizey
(1971) is of the view that this trend poses serious problems for the
administrators in terms of financing the school system because the reduction
in number increases the cost of financing education. While the income from
student fees are lost because of withdrawal from the system, Asche (1993)
puts it that whatever the exact numbers, the high incidence of dropping out
poses a serious problem to the social and economic health of a country and
negative consequences for the individual dropout.
29

Consequence of dropping out as identified in the work of Arndt (1994)

and Asche (1993), include the following.
1. The rate of engagement in high risk behaviours such as premature
sexual activity, early pregnancy, delinquency, crime, violence, drug
abuse etc has been found to be significantly higher among dropouts.
2. Dropout is likely than other citizens to draw on welfare and other
social programming through their lives.
3. A growth of unskilled labourers in low wage jobs will increase.
4. As the pool of dropouts continues to grow, employment opportunities
for them are more limited because todays economy requires of the
labour force increased literacy, more education enhanced technological
skills and lifelong learning.
Greene (2003) also reported that students, who fail to graduate from
high school, face a bleak future. Because the basic skills conveyed in high
school and higher education are essential for success in todays economy.
Students who do not receive these skills are likely to suffer with significant
reduced earnings and employment prospects. He further stressed that students
who fail to graduate from high school end up being single parents, having
Children at young ages and they are likely to rely upon public assistance or
be in prison (Prah, 2002).
Furthermore, this phenomenon of dropouts from the school system has
affected the effectiveness of the school programme. Effectiveness refers to
30

the degree or extent to which the system has achieved both national aims and
educational objectives. One of the broad national objectives of education is to
prepare children for useful living within the society as well as for higher
education. So when a student withdraws from the system prematurely, it
means the school system has failed to prepare him to useful living in the
society. And at the same time he/she cannot obtain any form of higher
education. Its at this note that we would say the system has therefore proved
itself to be to some extent ineffective. From the above analysis it can be
concluded that absenteeism, attrition (wastage). Dropouts in our educational
system have adverse effects on both its efficiency and effectiveness.
2.7

Summary of Review
This chapter has attempted to examine the causes of school dropout

and absenteeism; it also examined the effects of absenteeism and dropout on

school efficiency. Having viewed relevant literatures and previous studies in
different parts of the world, its obvious that the effect of absenteeism and
dropout is devastating to the individual, family and societal economics. This
research therefore aims at determining the perceived factors responsible for
school dropout among secondary school students with a view to making
suggestions that will help certain the situation.

31

CHAPTER THREE
RESEARCH METHOD
3.0

Introduction
32

This chapter is discussed under the following sub headings

Design of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validity of the Instrument
Administration of Instrument
Method of Data Analysis
3.1

Research Design
The study adopted the descriptive survey research design. Survey

research is a method of collecting information by asking questions.

3.2

Population of the Study

The population of the study included all the primary and secondary

school teachers under the services of the state ministry of Basic and
secondary education in Sapele Local Government Area of Delta state. This
number is summed up to be 928 teachers for primary schools and 712 for
secondary schools as provided by the state ministry of Secondary and basic
Education (www.deltastate.gov.ng).
3.3

Sample and Sampling Techniques

The study employed the simple random sampling technique. Thus a

total number of 200 participating teachers (100 each from primary and
33

secondary schools respectively) were selected randomly by visiting the

schools in the LGA (4 each in Urban/Rural area). In order to determine
participants, the selection process was done by balloting through the help of
the head teachers and the principals so as to give all the teachers equal
chances of participating in the research.
3.4

Research Instrument
To guide this research, the instrument labeled perceptions of teachers

on school dropout questionnaire (PTSDQ) was developed. This was used to

elicit information from the subjects of the study. The questionnaire was made
up of two sections: the first section is the bio data which consist of items such
as name of school, sex (male or female), location of school, teachers
experience. The second section considered factors with issues responsible for
school dropouts in schools such as students ill health, drug addiction, peer
group, poor teaching techniques, environmental hazards, high cost of
financing education. Respondents were free to agree or disagree with all of
the statements on a continuum ranging scale of Strongly Agree, Agree,
Disagree and Strongly Disagree. Their responses were coded in this order.
SA=4; A=3; D=2 SD=1
3.5

Validation of the Instrument

34

In the development of the research instrument, past research

questionnaires were analyzed, and ideas retrieved from them aided the
development of the instrument. To ascertain the validity of the instrument, the
instrument was given to two lecturers in the department of Nursery and
Primary Education at the Delta State University Abraka who made
corrections before submission to the research supervisor for final validation.
At the end of this, all corrections noted were made and the final instrument
was developed.
3.6

Reliability of Instrument
In research, reliability determines the degree of consistency to which

an instrument measures what it is expected to measure. To determine the

reliability of the instrument therefore, the Croumbach alpha coefficient was
determined. Thus a pilot study sampling the opinions of 40 teachers (20 each
from primary and secondary schools) was done in Ethiope East LGA of Delta
state yielding a coefficient of 0.87.
3.7

Method of Data Collection

A total of 200 questionnaires were administered personally by the

researcher. The content of the questionnaire was explained to respondents.

Completed questionnaires were collected on the spot and their responses
compiled and analyzed.

35

3.8

Method of Data Analysis

The responses of the respondents were analyzed using frequency

counts. After which, the responses was coded and entered into a computer
statistical software (Statistical Package for the Social Sciences) SPSS version
17. In answering the research questions, the total mean score of the
respondents for individual items was used. . Items with a simple means score
of 2.5 and above was accepted while items of between 2.5-2.0 was regarded
as weakly acceptable and items below 2.0 was rejected out rightly. However,
the t-test analysis was used to test hypotheses respectively at a significance
level of 0.05. This test was chosen because the t-test establishes the
differences between mean of two independent samples.

CHAPTER FOUR
PRESENTATION OF RESULTS; DATA ANALYSIS AND DISCUSSION
36

4.0

Introduction
The field work was done within an interval of three weeks. Two

hundred questionnaires were administered to two hundred teachers in four

primary and secondary schools of Sapele Local Government Area of which at
the end of the field work, all of the questionnaires were retrieved thus there
was a 100% rate of return. In the analysis of the research questions, mean
scores that fell below 2 for any of the items was rejected, however, mean
scores that fell between 2-2.49 was regarded as weak for that item. Thus, the
benchmark for an acceptance of any postulation made by any of the item is
2.5. Based on this therefore, the data presented below represents the
interpretations of the responses of the research participants.
4.1

Presentation of Result

Section A: Demographic Variables

Table 4.1: Location Distribution of Participants
Location

Frequency

Percentage

Urban

100

50

Rural

100

50

Total

200

100

Table 4.1 shows the distribution of respondents by location. Thus there was
an even distribution of participants.
Table4. 2: Gender Distribution of Participants
Location

Frequency

Percentage

Male

88

44

37

Female

112

56

Total

200

100

Table 4.2 shows the gender distribution of respondents. The table shows that
88(44%) of respondents were males against the 112(56%) of respondents that
were females.
Table 4.3: Level of Experience of Participants
Level

Frequency

Percentage

1-10 years

86

43

Above 10 years

114

57

Total

200

100

Table 4.3 shows the level of experience of participants. It shows that 86(43%)
of respondents have had an experience of 1-10 years while 114(57%) have
had an experience of over 10 years.
Section B: Test Variables
Answer to Research Questions
Research Question One: Is there any difference on the perception of
primary and secondary school teachers on illness and physical disability as a
factor responsible for school dropout?
This research question was answered by items 1-2 of the research
instrument as shown in the table below.
Table 4.4: Teachers response on Illness/Physical Disability as a Factor
for School dropout
S/N
1
2

Question

SA

Student dropout of school because 80 25 75

of constant ill-health.
Student dropout of school because 110 60 25
of physical deformity (e.g mental
retardation, inability to walk,
deafness e.t.c)

SD

Mean Decision

20

2.83

Accept

3.38

Accept

38

3.11

Cumulative Mean

The Table above shows the level of teachers acceptance of illness and
physical disability as a factor contributing to school dropouts. The cumulative
mean of 3.11 indicates that illness/physical disability is a factor contributing
to school dropout.
Research Question Two: Is there any difference on the perception of
primary and secondary school teachers on students indiscipline as a factor
responsible for school dropout?
This research question was answered by items 3-6 of the research
instrument as shown below.
Table 4.5: Teachers response on Student Indiscipline as factor for
School dropout
S/N
3
4
5
6

Question

SA

Students truancy is a factor for

student dropout.
Being involved in immoral act i.e
erotic love/teenage pregnancy is a
result of student drop out.
Lack of interest for study can cause
student to drop out from school.
Students dropout from school
because of the friends they keep.
Cumulative Mean

40

70 55

35

2.58

Accept

90

45 23

24

2.83

Accept

120 70 10

3.55

Accept

60

60

2.43

Weak

35 40

SD Mean Decision

2.85

The table above shows a wide level of acceptance of all the items relative to
student indiscipline as a factor of school dropout except for item 6. The
cumulative mean score of 2.85 however, indicates that student indiscipline is
a factor of school dropout.
Research question Three: Is there any difference on primary and secondary
school teachers perception of environmental conditions as a factor
responsible for school dropout?
The answer to this research question was determined by items 7-10 of
the research instrument.
39

Table 4.6: Teachers response on Environmental Conditions as a factor

for school dropouts.
S/N
7
8

9
10

Question

SA

SD

Mean Decision

Students truancy is a factor for

student dropout.
Being involved in immoral act i.e
erotic love/teenage pregnancy is a
result of student drop out.
Lack of interest for study can cause
student to drop out from school.
Students dropout from school
because of the friends they keep.
Cumulative Mean

70

45 85

2.93

Accept

131 61 8

3.58

Accept

82

80 27

11

3.17

Axxept

40

70 85

2.73

Accept

3.10

The table above shows an acceptance of all the items relative to

environmental conditions as a factor for school dropout. Thus the cumulative
mean score of 3.10 is an indication that environment could influence school
dropout.
Research question Four: Is there any difference on the perception of
primary and secondary school teachers on school phobic as a factor
responsible for school dropout?
The answer to this research question was determined by items 11-13 of
the research instrument.
Table 4.7: Teachers response on School Phobic as a factor of school
dropouts.
S/N
11
Too

12

13

Question

SA A D SD Mean Decision
discipline/corporal 31 55 91 23 2.47 Weak

strict
punishment in school make
student drop out of school.
Students dropout from school 25
because of fear of being beaten
by their peers.
Students dropout from school 21
because of teachers attitude.
Cumulative Mean

61 56 58

2.27

Weak

82 22 75

2.25

Weak

2.33

40

The table above shows a weak acceptance of all the items relative to school
phobic and school dropout. The cumulative mean score of 2.33 thus shows
that school phobic have a weak influence over school dropout.
Research question Five: Is there any difference on the perception of primary
and secondary school teachers on financial hardship as a factor responsible
for school dropout?
The answer to this research question was determined by items 14-18 of the
research instrument.
Table 4.8:
Teachers Response as to financial Hardships as a factor of School
dropout

S/N

Question

14

Students drop out of school

because of high cost of financing
education.
Death of parents is a major factor
in students school dropout.
Quest for quick money is a cause
of school dropout.
Loss of job by the parent is a
cause of school drop.
Student dropout from school
because of large family they come
from.
Cumulative Mean

15
16
17
18

SA A
80

SD Mean Decision

45 75 0

3.03

Accept

121 70

3.56

Accept

41

98

61

2.9

Accept

120 63

17

3.52

Accept

131 48

10

11

3.50

Accept

3.27

The table above shows an acceptance of all the items relative to financial
hardships as a factor that affects school dropout. The cumulative mean score
of 3.27 is an indication that financial hardships contributes to school dropout.
Test of Hypotheses
Research Hypothesis One: There is no significant difference on the
perceptions of primary and secondary school teachers on illness/physical
disability as a factor responsible for school dropout.
41

Table 4.9:
Test of Significance difference on Teachers Perception of on
Illness/Disability as a factor Affecting School Dropout
Variable
N
Total Mean SD
t-cal tDf P-value
Decision
Score
crit.
Primary

100 646

Secondary

100

598

6.46
5.98

4.58

0.983 1.972 198 0.05

2.13

Accept
Null
Hypothesis

The table above indicates that the calculated t value of 0.983 is lesser than the
critical t-value of 1.972 which indicates that there is no significant difference
on primary and secondary school teachers perception of illness/disability as a
factor affecting school dropout.
Research Hypothesis Two: There is no significant difference on the
perception of primary and secondary school teachers on students indiscipline
as a factor responsible for school dropout.
Table 4.10: Test of Significance difference on Teachers Perception of Indiscipline as
a factor Affecting School Dropout.
Variable
N
Total Mean SD
t-cal tDf P-value
Decision
Score
crit.
Primary

100 1124

11.24

4.58

Secondary

100

11.56

2.13

1156

1.972 198 0.05

0.789

Accept
Null
Hypothesis

The table above indicates that the calculated t value of -0.789 is lesser that
the critical t-value of 1.972 which indicates than there is no significant
difference on primary and secondary school teachers perception of
Indiscipline as a factor affecting school dropout.
Research Hypothesis Three: There is no significant difference on the
perception of primary and secondary school teachers on environmental
conditions as a factor responsible for school dropout.

Variable

Total Mean SD
Score

Primary

100 1160

11.60

3.57

t-cal

tcrit.

Df

P-value

2.76

1.972 198 0.05

Decision
Reject

42

Secondary 100

1320

13.20

0.68

Null
Hypothesis

Table 4.11: Test of Significance difference on Teachers Perception

Environmental conditions as a factor Affecting School Dropout

of

The table above indicates that the calculated t value of 2.76 is greater than the
critical t-value of 1.972 which indicates that there is a significant difference
on primary and secondary school teachers perception of Environmental
factor as a factor affecting school dropout.
Research Hypothesis Four: There is no significant difference on the
perception of primary and secondary school teachers on school phobics as a
factor responsible for school dropout.

Variable

Primary

100 925

Secondary 100

Total Mean SD
Score

706

9.25
7.06

4.67

t-cal

tcrit.

Df

P-value

3.06

1.972 198 0.05

2.13

Decision
Reject
Null
Hypothesis

Table 4.12: Test of Significance difference on Teachers Perception of School phobic

as a factor Affecting School Dropout.

The table above indicates that the calculated t value of 3.06 is greater than
the critical t-value of 1.972 which indicates that there is a significant
difference on primary and secondary school teachers perception of School
phobic as a factor affecting school dropout.
Research Hypothesis Five: There is no significant difference on the
perception of primary and secondary school teachers on financial hardship as
a factor responsible for school dropout.

Variable

Primary

100 1585

Secondary 100

Total Mean SD
Score

1685

15.85

3.67

16.85

2.43

t-cal

tcrit.

Df

P-value

2.12

1.972 198 0.05

Decision
Reject
Null
Hypothesis

43

Table 4.13: Test of Significance difference on Teachers Perception of Financial

Hardships as a factor Affecting School Dropout.

The table above indicates that the calculated t value of 2.12 is greater than the
critical t-value of 1.972 which indicates that there is a significant difference
on primary and secondary school teachers perception of School phobic as a
factor affecting school dropout.
4.2

Discussion of Findings
This study investigated teachers perception as to factors that affect

school dropouts. The study raised five research questions and five
hypotheses. The study found out that there was a high level of acceptance of
students illness and disability as factors that could affect school dropouts as
the cumulative mean score of 3.11 indicated a very high level of
acceptability. In the same vein, the acceptance of indiscipline was also
indicated by a cumulative mean score of 2.85. A test of hypotheses also
indicated that there was no significant difference on the perception of primary
and secondary school teachers as to Illness/disability and student indiscipline
as to its contribution to school dropout. These observations imply that both
primary and secondary school teachers hold the same views of these factors
as to their contribution to school dropout. The observation is also in
consonance with those of Zhu, et al., (2002) who asserted that illness among
school children during influenza season could contribute greatly to school
absenteeism.
In another development, the study also indicated a high level of
acceptance of environmental factor as a strong indicator of school dropout
rate while identifying school phobic as a very weak indicator these claims
44

was clearly shown in the cumulative mean scores of 3.10 and 2.33
respectively. The test of hypothesis however, indicated a significant
difference on the opinions of both primary and secondary school teachers on
both factors. The acceptance of these factors as determinants of school
dropouts are in agreement with those of

Chazan (1962) who identified

school phobics as an important contributor to school absenteeism which

could lead to dropout if not checked.
The data presented relative to the contributions of financial hardships
to school dropout was accepted but there was however a significant
difference on the perception of secondary and primary school teachers as to
the contribution of this factor to school dropout rate.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1: Summary of the Study
The study focused on teachers perception of factors affecting school
dropout in Sapele Local Government Area of Delta State. The study stated as
its study objective as determination of differences in Primary and Secondary
school teachers perception of factors that affecting school dropout. In a
45

review of literature, the study identified as major contributors to school

dropout rate as Age, illnesses, financial hardships, geographical and
environmental conditions as well as student indiscipline. The study
established the Abraham Maslows theory of Human needs as its theoretical
backbone while employing the survey research method for the study.
A total of 200 teachers from primary and secondary schools was
mobilized for the study utilizing a self developed instrument called
Perceptions of Teachers on School Dropout Questionnaire (PTSDQ). At the
end of the field work, frequency counts was done and the simple mean score
was use to answer the research question while the t-test statistics was used to
test the hypotheses. The following therefore have been summarized as the
major findings of the study.
1.

There is no significant difference on primary and secondary school

teachers perception of illness/physical disability as a factor
affecting school dropout.

2.

There is no significant difference on the perception of primary and

secondary school teachers on student indiscipline as a factor
affecting school dropout.

3.

There is significant difference on the perception of primary and

secondary school teachers on Environmental conditions as a factor
affecting school dropout.

46

4.

There is significant difference on the perception of primary and

secondary school teachers on School phobics as a factor affecting
school dropout.

5.

There is no significant difference on the perception of primary and

secondary school teachers on financial hardships as a factor
affecting school dropout.

5.2

Conclusion
This study concludes that factors affecting school dropout includes illness

and physical disability, student indiscipline, environmental conditions and

financial hardships. However, school phobic have a weak level of
contribution to school dropout while there seems to be a slight difference on
teachers perception of factors affecting school dropout.
5.3

Recommendations
At the end of the study, the following recommendations are made.
1. Teachers and parents should Endeavour to have a very close
monitoring of activities of young people so as to curb the high rate of
school absenteeism.
2. The government should establish monitoring units that will help bring
school age children who are out of school into the school children.

5.4:

Limitation of the Study

The findings of this study was done based on a percentage sampling of

participants in the area of study thus the generalizations made by the study
47

was made to represent the general opinion of primary and secondary school
teachers in the area. The process of obtaining and securing permission so as
to mobilize the study participants were another challenge that faced this
study, as the unwelcoming nature of some teachers during the field work was
almost frustrating to the successful end and actualization of the study.

References
Adesina, S., Akinyemi, k. and Ajayi, K. (1983) Nigeria Education Trend and
Issues. University of Ife press ltd., Ile- Ife.
Agezo, C.K., and Christian, G. (2000). The impact of economic environment
on primary school attendance: A case study of Elmina in the Central
Region of Ghana. Journal of Educational Management, 4:137-143
Agyei, K.A, Biritwum, R.B., Ashitey, A.G., and Hill, R.B. (2000).
Sexualbehaviour
andcontraceptive
use
among
unmarried
adolescentsand young adults in greater Accra and Eastern Regions of
Ghana. Journal of Biosocial Science, 32:495-512.
Amoateng, K.N ( 2002). The Youth. Ghanaian Times, Friday, August 9,
2002. P11.
48

Ampiah, G., and Adu-Yeboah, C. (2006). Mapping the incidence of School

dropout: A case study of communities inNorthern Ghana. Comparative
Education, 45, No.2, 219-232.
Ananthakrishnan S. and Nalini P. (2002) School Absentees in a Rural Area
in Tamilnadu India Pediatrics 2002; 29: 847-850.
Anyachor, Z.C (1972) problem of dropout in Elementary schools in Mbanesi
Clan, (Unpublished B.A Thesis U.N.N).
Asmal K. (2003) Tertiary dropout rate at 85% posted 18 February 2003
Austin, W.A. (1997), Preventing Student from Dropping Out, Washinton
Jossay Boss Publishers P.I.
Beeby, C.E (1968) The World Education Crisis, A system Analysis, London
Oxford University press. P. 84.
Burra, N. (1995) Born to work. Bombay Oxford University Press
Canagarajah and Nielsen (1999). Child labour and schooling in Africa:
Comparative study,World Bank
Farrant, J.S (1988). Principles and practice of education. England: Longman
Group Limited.
Gibbons, Huebler, and Loaiza (2003). Child labour, Education and
theprinciples of Non discrimination, UNICEF, New York
Heady, C. (2000). What is the effect of child labour on learning achievement?
Evidence from Ghana. Innocenti Working Papers, No: 79
King, E.M. (1981). Child schooling andtime allocation in Philippinerural
households. Paperpresented at a meeting of thepopulation association
of America, Washington DC.
Koontz (1988) Management Mcgraw- Hill
management Series p. 395

international Edition.

Mahmood, S., Maann, A. A., Tabasam, N. and Niazi, S. K. (2005). Socioeconomi Determinants of Child Labour in Automobile and Engineering
Workshops. Journal of Agriculture and Social Science13:2235
Njau, P. W., and Wamahu, S. (1994). School dropout and adolescent
pregnancy: Counting thecost. Paper presented to forum for African
Women Educationists, Nairobi, Kenya.
49

Nzurumike (1971) Problems of Dropout in Schools of Oguta ( unpublished

B.A Thesis, U.N.N). p.13.
Odaga, A., and Heneveld, W. (1995). Girls and school and SubSaharanAfrica: From analysis to action. World Bank Technical Report
No. 298. Washington, DC: World Bank.Ghana
Ogah, J.k. (2010). Relationship between Pre-service Teachers preferred
approach and intention to teach High risk Sexual BehaviourPrevention.
Ghana Journal of Education: Issues and practice. 12(1): 40-51.
Osakwe Regina N. and O. Osagie Stella .O (2010) perceived Factors
Responsible for Dropout in Primary School in Delta central senatorial
District, Nigeria. Pakistan Journal Science 7: 365-370
Prah, I.K (2002) Complete Text book for Social studies for Senior Secondary
schools. Takoradi St Francis Press Ltd.
Reid, K. (1987) Combating School Absenteeism London: Published by
Hodder and Stoughton p. 17-18.
Schwartz W. school Dropout: New Information about an old problem. Eric
clearing House on Urban Education, New York, NY.
Todaro, M.P. et al, (2009). Economic Development (10th Edition). England.
Pearson Education Limited.
Twumasi, P.A., and Assimeng, J.M (1987). Problems and aspirations of
Ghana children. Accra:The Ghana National Commission on Children
Wallace, B.E. (2002). Causes of indiscipline. The Mirror, Saturday, August
10, 2002. P.14
World Book Encyclopedia (1983) Chicago. World Bank Inc.
Yoloye, E.A (1975) The pattern of Dropout in Ibadan schools African
Journal of Education Research, 2(1).
Zhu Y. Neuzil . K, and Hohlbein C. (2002) Illness among School Children
during influenza Season. Effect on school Absenteeism, Parental
absenteeism from work, and secondary illness in families University
50

of Washington school of medicine, veterans Affairs puged sound

Health care System. 1660s Columbian way, Arch-pediatrics Adolesc
Med 156 (10): 986-991.

APPENDIX I
PERCEPTION OF TEACHERS ON FACTORS RESPONSIBLE FOR
SCHOOL DROPOUT QUESTIONNAIRE
Please fill were appropriate and tick where necessary, be rest assured that
your responses will be used for research purpose only.
Part A: Demographic Variables
1.
Name of school :_____________________________________
2.
Sex: Male ( ) Female ( )
3.
Location of school: Urban ( ) Rural ( )
4.
Teachers Experience
1-10 years ( )
11-35 years ( )
PART B

51

Please indicate the extent to which you agree to the following statements.
Your responses will be graded in the following scale.
Key: SA= Strongly Agree, A=Agree D=disagree, SD= Strongly Disagree
ILLNESS/PHYSICAL DISABILITY
S/N
1
2

Question

SA

SD

SA

SD

SA

SD

Student dropout of school because of constant illhealth.

Student dropout of school because of physical
deformity (e.g mental retardation, inability to
walk, deafness e.t.c)

STUDENT INDISCIPLINE
S/N

Question

Students truancy is a factor for student dropout.

Being involved in immoral act i.e erotic

love/teenage pregnancy is a result of student drop
out.
Lack of interest for study can cause student to drop
out from school.
Students dropout from school because of the
friends they keep.

5
6

ENVIRONMENTAL CONDITIONS
S/N

Question

Distance from school lead to student dropping out

of school .

Cultural activities in town/villages contribute to

student dropout form school.

Bad weather can cause student dropout from

school.

10

Inter tribal war in community can be a cause of

student dropout.

52

SCHOOL PHOBICS
S/N
11
12
13

Question

SA

SD

Too strict discipline/corporal punishment in school

make student drop out of school.
Students dropout from school because of fear of
being beaten by their peers.
Students dropout from school because of teachers
attitude.

FINANCIAL HARDSHIPS
S/N
14

Question

16

Students drop out of school because of high cost of

financing education.
Death of parents is a major factor in students school
dropout.
Quest for quick money is a cause of school dropout.

17

Loss of job by the parent is a cause of school drop.

18

Student dropout from school because of large family

they come from.

15

SA

SD

53