CHAPTER ONE

INTRODUCTION

1.1Background 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, non-availability 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. Poor educational background of parents

ii. Inability of parents to pay their children school fees

iii. Broken homes

iv. Teenage pregnancy

v. Types of parents occupation

vi. Failure in school examination

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. Grade retention (being held back to repeat a class)

ii. Poor academic performance

iii. Misbehavior

iv. High absenteeism

v. 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 that1. 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.

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.

1.2Statement of the Problem

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?1.3Purpose/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.

5. Examine the differences in the perception of primary and secondary school teachers on financial hardship as a factor responsible for school dropout.1.4Research 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 dropout?1.5Research Hypotheses 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.

1.6Significance 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.

1.7Scope/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.CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1Introduction

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.

Specific references were made on research studies and reports on school absenteeism and dropout under the following headings.

1. The theoretical framework 2. Concept of school absenteeism, dropout and Attrition (wastage).3. Factors influencing dropouts and absenteeism in school system.4. Effects of absenteeism and dropout in school.5. Summary of Review 2.2The 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 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 predicts that the individual will choose the alterative that has the highest pay off or expected return

A

BFigure 2:1 Expectancy-theory models

Source: Mitchell, T. (1982 p.174). 2.3The 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 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 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 non-graduates.

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, 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.

2.4The 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).

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 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 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 made for universal education.

ii. Human learning is wasted when the system fails to recruit children into training, owning to certain forms of differential treatment.

iii. Wastage occurs when the system is unable to hold the children recruited in the end, they dropout or withdraw.

iv. 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.

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.2.5Factors 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. Illness 2. Financial hardship3. Age, sex, social class and geographical area 4. Truancy 5. School refusal or school phobia6. School curriculum 7. Institutional influence-attitudes of teachers 8. Peer group relationship and school ethos 9. 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.

2.5.1Illness 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, 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.2.5.2Financial 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 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. 2.5.3Age, 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.

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 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.

2.5.4School 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 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.

2.5.5School 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 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.

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.

2.6Effects 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.

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.

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 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.

2.7Summary 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. CHAPTER THREERESEARCH METHOD3.0IntroductionThis 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

3.1Research Design

The study adopted the descriptive survey research design. Survey research is a method of collecting information by asking questions. 3.2Population of the StudyThe 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).

3.3Sample and Sampling TechniquesThe study employed the simple random sampling technique. Thus a total number of 200 participating teachers (100 each from primary and 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.

3.4Research 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

3.5Validation of the Instrument

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.

3.6Reliability 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.

3.7Method 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.

3.8Method of Data AnalysisThe 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

4.0Introduction

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.

4.1Presentation of Result

Section A: Demographic Variables

Table 4.1:Location Distribution of Participants

LocationFrequencyPercentage

Urban10050

Rural10050

Total200100

Table 4.1 shows the distribution of respondents by location. Thus there was an even distribution of participants.

Table4. 2:Gender Distribution of Participants

LocationFrequencyPercentage

Male8844

Female11256

Total200100

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

LevelFrequencyPercentage

1-10 years8643

Above 10 years11457

Total200100

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 dropoutS/NQuestionSAADSDMeanDecision

1Student dropout of school because of constant ill-health.802575202.83Accept

2Student dropout of school because of physical deformity (e.g mental retardation, inability to walk, deafness e.t.c) 110602553.38Accept

Cumulative Mean3.11

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 dropoutS/NQuestionSAADSDMeanDecision

3Students truancy is a factor for student dropout.407055352.58Accept

4Being involved in immoral act i.e erotic love/teenage pregnancy is a result of student drop out.904523242.83Accept

5Lack of interest for study can cause student to drop out from school.120701003.55Accept

6Students dropout from school because of the friends they keep.603540602.43Weak

Cumulative Mean2.85

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.Table 4.6: Teachers response on Environmental Conditions as a factor for school dropouts.S/NQuestionSAADSDMeanDecision

7Students truancy is a factor for student dropout.70458502.93Accept

8Being involved in immoral act i.e erotic love/teenage pregnancy is a result of student drop out.13161803.58Accept

9Lack of interest for study can cause student to drop out from school.828027113.17Axxept

10Students dropout from school because of the friends they keep.40708552.73Accept

Cumulative Mean3.10

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/NQuestionSAADSDMeanDecision

11Too strict discipline/corporal punishment in school make student drop out of school.315591232.47Weak

12Students dropout from school because of fear of being beaten by their peers.256156582.27Weak

13Students dropout from school because of teachers attitude.218222752.25Weak

Cumulative Mean2.33

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/NQuestionSAADSDMeanDecision

14Students drop out of school because of high cost of financing education.80457503.03Accept

15Death of parents is a major factor in students school dropout.12170903.56Accept

16Quest for quick money is a cause of school dropout.41986102.9Accept

17Loss of job by the parent is a cause of school drop.120631703.52Accept

18Student dropout from school because of large family they come from.1314810113.50Accept

Cumulative Mean3.27

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 HypothesesResearch 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.

Table 4.9:Test of Significance difference on Teachers Perception of on Illness/Disability as a factor Affecting School DropoutVariableNTotal ScoreMeanSDt-calt-crit.DfP-valueDecision

Primary 1006466.464.580.9831.9721980.05Accept Null Hypothesis

Secondary 1005985.982.13

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.

VariableNTotal ScoreMeanSDt-calt-crit.DfP-valueDecision

Primary 100112411.244.58-0.7891.9721980.05Accept Null Hypothesis

Secondary 100115611.562.13

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.

VariableNTotal ScoreMeanSDt-calt-crit.DfP-valueDecision

Primary 100116011.603.572.761.9721980.05Reject Null Hypothesis

Secondary 100132013.200.68

Table 4.11:Test of Significance difference on Teachers Perception of Environmental conditions as a factor Affecting School DropoutThe 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.

VariableNTotal ScoreMeanSDt-calt-crit.DfP-valueDecision

Primary 1009259.254.673.061.9721980.05Reject Null Hypothesis

Secondary 1007067.062.13

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.

VariableNTotal ScoreMeanSDt-calt-crit.DfP-valueDecision

Primary 100158515.853.672.121.9721980.05Reject Null Hypothesis

Secondary 100168516.852.43

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 FindingsThis 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 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 FIVESUMMARY, CONCLUSION AND RECOMMENDATIONS5.1: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 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.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 StudyThe 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 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.ReferencesAdesina, 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, 4:137-143Agyei, 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.

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 YorkHeady, C. (2000). What is the effect of child labour on learning achievement? Evidence from Ghana. Innocenti Working Papers, No: 79King, 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 international Edition. management Series p. 395

Mahmood, S., Maann, A. A., Tabasam, N. and Niazi, S. K. (2005). Socio-economi Determinants of Child Labour in Automobile and Engineering Workshops. Journal of Agriculture and Social Science13:2235Njau, P. W., and Wamahu, S. (1994). School dropout and adolescent pregnancy: Counting thecost. Paper presented to forum for African Women Educationists, Nairobi, Kenya.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 Sub-SaharanAfrica: From analysis to action. World Bank Technical Report No. 298. Washington, DC: World Bank.GhanaOgah, 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 ChildrenWallace, B.E. (2002). Causes of indiscipline. The Mirror, Saturday, August 10, 2002. P.14World 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 of Washington school of medicine, veterans Affairs puged sound Health care System. 1660s Columbian way, Arch-pediatrics Adolesc Med 156 (10): 986-991.

APPENDIX IPERCEPTION OF TEACHERS ON FACTORS RESPONSIBLE FOR SCHOOL DROPOUT QUESTIONNAIREPlease 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

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 DISABILITYS/NQuestionSAADSD

1Student dropout of school because of constant ill-health.

2Student dropout of school because of physical deformity (e.g mental retardation, inability to walk, deafness e.t.c)

STUDENT INDISCIPLINES/NQuestionSAADSD

3Students truancy is a factor for student dropout.

4Being involved in immoral act i.e erotic love/teenage pregnancy is a result of student drop out.

5Lack of interest for study can cause student to drop out from school.

6Students dropout from school because of the friends they keep.

ENVIRONMENTAL CONDITIONSS/NQuestionSAADSD

7Distance from school lead to student dropping out of school .

8Cultural activities in town/villages contribute to student dropout form school.

9Bad weather can cause student dropout from school.

10Inter tribal war in community can be a cause of student dropout.

SCHOOL PHOBICSS/NQuestionSAADSD

11Too strict discipline/corporal punishment in school make student drop out of school.

12Students dropout from school because of fear of being beaten by their peers.

13Students dropout from school because of teachers attitude.

FINANCIAL HARDSHIPSS/NQuestionSAADSD

14Students drop out of school because of high cost of financing education.

15Death of parents is a major factor in students school dropout.

16Quest for quick money is a cause of school dropout.

17Loss of job by the parent is a cause of school drop.

18Student dropout from school because of large family they come from.

Outcome pay raise (valence)

Advancement

Reading (valence)

Expectancy

Expectancy

Expectancy

Expectancy

Not going to school

(Working hard)

Socialising (valence )

Pay raise (valence)

Advancement (valence)

Reading (valence)

Expectancy

Expectancy

Expectancy

Expectancy

Going to school

(learning )

Socialising (Valence)

43