Faculty of Education (FEDU)

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http://hdl.handle.net/20.500.12493/223

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Browsing Faculty of Education (FEDU) by Subject "Dropout"

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    An Evaluation of Socio-Economic Factors Underlying Pupils’ Dropout in Selected UPE Schools of Southern Division Kabale Municipality Kabale District.
    (Kabale University, 2024) Akampurira, Samuel
    This study evaluated socio-economic factors underlying pupils' dropout in selected UPE schools in Southern Division, Kabale Municipality, Kabale District. The study aimed to assess the influence of peer pressure, family background, and pupils' characteristics on pupils' dropout rates. The study adopted a descriptive research design and used both qualitative and quantitative approaches. The study population was 100 respondents from which a sample size of 80 respondents including head teachers, teachers, parents, and pupils was obtained using Krejcie and Morgan Table, 1970. Questionnaires and interview schedules were used to collect data. The study found that negative peer pressure, family background, and pupil characteristics, such as academic ability, motivation, behavior, and age, contribute to pupils' dropout. The study recommends interventions to foster positive peer relationships, improve school resources and parental support, and provide additional support to pupils with low academic performance. The findings provide insights for policymakers and education stakeholders to design and implement effective interventions to reduce pupils' dropout rates and promote inclusive and quality education in Uganda.
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    Child Abuse and Intention to Dropout Among Secondary School Students in Rubanda District.
    (Kabale University, 2024) Ninsiima, Patience
    This study explored the link between child abuse and dropout intentions among secondary school students in Rubanda District, Uganda. Despite the introduction of Universal Secondary Education in 2009, dropout rates remain notably high, particularly in rural areas. The research aimed to analyse the prevalence of child abuse across various socio-demographic characteristics of secondary school students, assess dropout intentions based on these characteristics, and investigate the correlation between child abuse and the intention to drop out. The study employed a cross-sectional design with both quantitative and qualitative methods. A sample of 285 respondents was selected from a population of 1100, and 250 respondents participated, resulting in an 89.6% response rate. Data collection involved questionnaires and interviews with students and school administrators. Purposive and simple random sampling techniques were used. Key findings indicated that female students had a higher dropout rate (53.2%) compared to males (46.8%). The age group 11-14 accounted for 54% of dropout cases, while students aged 15-18 and 19 and above had dropout rates of 32% and 14%, respectively. BS3 school had the highest dropout rate (29%). A Pearson correlation coefficient of 0.45 and regression analysis showed a significant positive relationship between child abuse and dropout intentions. A beta coefficient of 0.256 suggested that increased levels of child abuse were associated with higher dropout rates. The study highlighted the need for targeted interventions by educators, policymakers, and community leaders to address and mitigate the impact of child abuse on educational outcomes, ensuring that more students complete secondary school. It concluded that socio-demographic factors, such as gender, age, school environment, marital status, and duration of residence, significantly influenced both child abuse and dropout intentions. Female students, in particular, reported higher rates of abuse and a greater likelihood of dropping out, underscoring the need for gender-specific interventions. The strong positive correlation between child abuse and dropout intentions underlined the importance of addressing abuse in order to improve school retention rates. Efforts to reduce dropout intentions should focus on tackling the root causes of child abuse through educational programs, strict policy enforcement, and victim support systems. Gender-specific services and active community involvement were found critical in creating a safer learning environment. Implementing these recommendations could help reduce child abuse, improve student retention, and enhance overall well-being in Rubanda District. The study reaffirmed that addressing child abuse was crucial to lowering dropout rates.